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<p>Lifeworld references are regarded as quality criteria for good teaching both in reform pedagogical approaches and in teaching and learning research. However, the underlying understanding of the lifeworld shows discrepancies with regard to the theoretical framing of the subject. It becomes apparent that a&#xa0;sociological and a&#xa0;didactic understanding are based on different phenomena. In addition, the current state of research and empirical material from a&#xa0;doctoral project show that references to the lifeworld cannot be considered conducive to learning per se. Against this background, the article asks empirically under what conditions lifeworld can be a&#xa0;dimension of teaching quality. Empirical evidence shows that lifeworld references can be conducive to learning if they address the actual lifeworld of the pupils. If the teacher initiates lifeworld references, there is a&#xa0;risk that the pupils’ lifeworlds will not be taken into account or that they will be powerfully framed in an alien way.</p>

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Lebensweltbezüge als Qualitätskriterium für Unterricht: (Nicht‑)Passungen lebensweltlicher Erfahrungen in Lehrer:innen-Schüler:innen-Interkationen

  • 期刊论文

  • 发表日期：

    2025年6月13日

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  • Marina Brenner,
  • Matthias Martens

摘要

Lifeworld references are regarded as quality criteria for good teaching both in reform pedagogical approaches and in teaching and learning research. However, the underlying understanding of the lifeworld shows discrepancies with regard to the theoretical framing of the subject. It becomes apparent that a sociological and a didactic understanding are based on different phenomena. In addition, the current state of research and empirical material from a doctoral project show that references to the lifeworld cannot be considered conducive to learning per se. Against this background, the article asks empirically under what conditions lifeworld can be a dimension of teaching quality. Empirical evidence shows that lifeworld references can be conducive to learning if they address the actual lifeworld of the pupils. If the teacher initiates lifeworld references, there is a risk that the pupils’ lifeworlds will not be taken into account or that they will be powerfully framed in an alien way.