Zur Anbahnung diskursiven Unterrichts in der Grundschule. Theoretische und empirische Anregungen zur Begründung und Etablierung einer postheroischen Lehr-Lern-Form

On the basis of lesson transcripts, this article examines a discursive teaching of a elementary school class that can be identified as a categorically different way of teaching on the basis of a systems-theoretical conceptual proposal of learning conflicts. The lessons are explored to determine which means and underlying strategies of initiating and establishing such teaching can be reconstructed in the course of the four years of elementary school. At the same time, the identified strategies can serve as a basis for establishing such a teaching format in other types of schools or university teaching.