Bettina Vogt
Biographic Data
| ID | 9500068 |
|---|---|
| NAME | Bettina Vogt |
| GIVEN NAMES | Bettina |
| FAMILY NAME | Vogt |
| SIGNATURE | VOGT B |
| AFFILIATIONS | Linnaeus University |
| ORCID | 0000-0001-7912-8776 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
A Reconceptualization of Schooling and Teaching
This study aims to contribute to the ongoing scholarly conversation about education through the lenses of the German philosophy of Bildung and the American philosophy of pragmatism. More concretely, in this article, the two philosophies are represented by the traditions of critical‐constructive Didaktik , based on Wolfgang Klafki's work, and transactional realism, based on John Dewey's. Against the background of the widespread outcomes‐based mode…
Teaching as a pedagogical responsibility
In this special issue, the research interest is focused on classroom activities. To adequately understand and examine the classroom situation, the wholeness and complexity of the teaching situation should be maintained and paid attention as much as possible throughout the research process. In dialogues and comparisons between the German concept of Didaktik and the American concepts of curriculum theory and pedagogy, the differences between a Euro…
Supportive assessment strategies as curriculum events in a performance-oriented classroom context
This article examines the role and pedagogical implications of supportive assessment strategies at the interface where curriculum, general Didaktik and pedagogy meet; theoretically, the article draws upon concepts from research in each of those domains. This interplay is examined in relation to the performance-orientation on two curricular levels: on the programmatic curriculum level, Sweden is used as an example for a result-oriented curricular …
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Supportive assessment strategies as curriculum events in a performance-oriented classroom context
This article examines the role and pedagogical implications of supportive assessment strategies at the interface where curriculum, general Didaktik and pedagogy meet; theoretically, the article draws upon concepts from research in each of those domains. This interplay is examined in relation to the performance-orientation on two curricular levels: on the programmatic curriculum level, Sweden is used as an example for a result-oriented curricular …
Teaching as a pedagogical responsibility
In this special issue, the research interest is focused on classroom activities. To adequately understand and examine the classroom situation, the wholeness and complexity of the teaching situation should be maintained and paid attention as much as possible throughout the research process. In dialogues and comparisons between the German concept of Didaktik and the American concepts of curriculum theory and pedagogy, the differences between a Euro…
A Reconceptualization of Schooling and Teaching
This study aims to contribute to the ongoing scholarly conversation about education through the lenses of the German philosophy of Bildung and the American philosophy of pragmatism. More concretely, in this article, the two philosophies are represented by the traditions of critical‐constructive Didaktik , based on Wolfgang Klafki's work, and transactional realism, based on John Dewey's. Against the background of the widespread outcomes‐based mode…
Pedagogy (3 works) · Psychology (3 works) · Sociology (3 works) · Bildung (2 works) · Curriculum (2 works) · Epistemology (2 works) · Global Educational Policies and Reforms (2 works) · Higher education (2 works) · Mathematics education (2 works) · Philosophy (2 works)