Summary:

Wrana uses two approaches to observe the role of self-determined learning in the economy of teaching and learning and what it means from these perspectives to learn in one of these teaching-learning arrangements in order to become a teacher. The question that Wrana is asking is how learning time can best be used and the best benefit derived from it. She presents a number of strategies from the learning discourse on how to deal with the scarcity of learning time. The two approaches that Wrana considers are cognitive learning theory and research and the approach of communities of practice. Within cognitive learning theory, Wrana uses a model to show that the ideal self-learner has learning strategies, metacognition and motivational skills. The task of the teacher is to establish the self-regulation of the learners. The self-regulation of the learning content is in the foreground. Another perspective that Wrana uses for the concept of self-learning is the Communities of Practice of Jeans Laves, according to which learning refers to social practices. Wrana's work shows that in the Communities of Practice, the learners are involved in an activity and thus acquire the practice of the field in the field itself. This is to go hand in hand with the close guidance of a master. Each step is subject to the self going, self understanding and self understanding. Wrana emphasizes that learning in the study to become a teacher must be self-determined in a significant way. The focus here is on how learners integrate the perspectives they acquire and how they begin to relate professional thinking to their own actions. In summary, this work emphasizes that the decisive factor in self-determination in professionalization as a teacher is one's own positioning in the context of different knowledge horizons in the course of an entire professional biography.

Language: German