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<p>Pedagogical interaction practices exhibit regularities that cannot be conceptually grasped solely through the institution’s programmatic framework, nor through the intentions or habitus of educational professionals. As the discussion of various conceptual approaches demonstrates, such regularities in pedagogical interactions are often either attributed to individual actors or their knowledge structures, or else the respective concepts focus exclusively on education, or do not aim to analyze the interactive regularities in their detailed processuality. This article introduces the concept of the <i>pedagogical basic mode</i> to designate a&#xa0;complex structuring principle of pedagogical interaction that—despite its overarching perspective on a&#xa0;specific interactional practice—is based on a&#xa0;detailed empirical reconstruction of various basic processes occurring within this interaction (such as directive education, teaching, care, leadership, etc.), their modes of operation, and their typical combinations and accentuations. With the notion of the basic mode, the interaction itself—including the material and structural aspects that co-shape it—moves to the center of the analysis. The concept of the basic mode can also be applied to contexts beyond pedagogy, which should be explored further in future work.</p>

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Pädagogische Grundmodi – Überlegungen zu einem Grundbegriff am Beispiel pädagogischer Interaktionen in der Kindertagesstätte

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月10日

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  • Sarah Thomsen

摘要

Pedagogical interaction practices exhibit regularities that cannot be conceptually grasped solely through the institution’s programmatic framework, nor through the intentions or habitus of educational professionals. As the discussion of various conceptual approaches demonstrates, such regularities in pedagogical interactions are often either attributed to individual actors or their knowledge structures, or else the respective concepts focus exclusively on education, or do not aim to analyze the interactive regularities in their detailed processuality. This article introduces the concept of the pedagogical basic mode to designate a complex structuring principle of pedagogical interaction that—despite its overarching perspective on a specific interactional practice—is based on a detailed empirical reconstruction of various basic processes occurring within this interaction (such as directive education, teaching, care, leadership, etc.), their modes of operation, and their typical combinations and accentuations. With the notion of the basic mode, the interaction itself—including the material and structural aspects that co-shape it—moves to the center of the analysis. The concept of the basic mode can also be applied to contexts beyond pedagogy, which should be explored further in future work.