Learning through perplexities in inquiry-based learning settings in teacher education-Reference-Cited by-同舟云学术

Learning through perplexities in inquiry-based learning settings in teacher education

Published:2023-10-05 Issue: Volume: Page:1-16
ISSN:1354-0602
Container-title:Teachers and Teaching
language:en
Short-container-title:Teachers and Teaching

Author:

Paseka Angelika¹^ORCID,Hinzke Jan-Hendrik²^ORCID,Boldt Vanessa-Patricia³

Affiliation:

1. School Pedagogy, Faculty of Education, University of Hamburg, Hamburg, Germany

2. School Pedagogy, Department of Social and Cultural Sciences, Justus-Liebig-University Giessen, Giessen, Germany

3. Research Assistant, School Pedagogy, Faculty of Education, University of Hamburg, Hamburg, Germany

Funder

Kompetenzzentrum Nachhaltige Universität der Universität Hamburg

Publisher

Informa UK Limited

Subject

Arts and Humanities (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/13540602.2023.2266379

Reference35 articles.

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3. Bohnsack, R. (2010). Documentary method and group discussions. In R. Bohnsack, N. Pfaff, & V. Weller (Eds.), Qualitative analysis and documentary method in international educational research (pp. 99–124). Budrich.

4. Praxeologische Wissenssoziologie

5. Bohnsack, R. (2018). Praxeological Sociology of knowledge and documentary method. Karl Mannheim’s framing of empirical research. In D. Kettler & V. Meja (Eds.), The anthem Companion to Karl Mannheim (pp. 199–220). Anthem Press.

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