Uwe Hameyer – författare

Curriculum problems are everywhere: alert observers with a practiced eye and educated mind will find it almost impossible to read a newspaper without discovering curricular issues. The media often report about educational reforms or even about curriculum wars with opposing parties fiercely debating the aims, content and organization of learning. Few people analyze these trends and discussions from a curricular conceptual framework. In addition, people sometimes think that their curriculum approaches and problems are unique and context-specific. However, international experience shows us that we can learn a lot from curriculum issues elsewhere. This book aims to sharpen the eyes and minds of a broader audience in identifying, understanding, addressing and reflecting upon curriculum problems. It also aims to contribute to the increased exchange, discussion and reflection on all the current curriculum problems that form such a crucial part of learning worldwide.

Motivation und Stress, Enttauschung und Leistungsanspruch - das sind Stichworte aus der Praxis, wenn es um systemische Losungen fur die Klarungswunsche des Coachees und sein Selbstmanagement geht. Auf dem Weg zum Ziel konnen allerlei Lernhurden oder Storungen relevant sein, wie ein negatives Selbstbild, die eigene Zeitorganisation oder Angste. Wie bewahrte und innovative systemische Ansatze im Lerncoaching damit umgehen, konkretisiert und reflektiert dieses Grundlagenwerk, das im systemischen Konstruktivismus begrundet ist. Die theoriegestutzte, zugleich verstandliche Modellierung von Lerncoaching erfolgt nach einem systemisch integrativen Beratungsansatz. Mit kleinen Erzahlungen und Graphiken, Ergebnissen aus Fallstudien, Fallen aus der Praxis wird praktisches Wissen anschaulich vermittelt. Gleichzeitig werden die einschlagigen Theorien verstandlich dargestellt und kritisch reflektiert. Das Buch richtet sich an alle, die sich in der Beratungsprofession und -praxis, auch als Studierende, ein Bild von Lerncoaching und seinen systemischen Grundlagen machen mochten.

Curriculum problems are everywhere: alert observers with a practiced eye and educated mind will find it almost impossible to read a newspaper without discovering curricular issues. The media often report about educational reforms or even about curriculum wars with opposing parties fiercely debating the aims, content and organization of learning. Few people analyze these trends and discussions from a curricular conceptual framework. In addition, people sometimes think that their curriculum approaches and problems are unique and context-specific. However, international experience shows us that we can learn a lot from curriculum issues elsewhere. This book aims to sharpen the eyes and minds of a broader audience in identifying, understanding, addressing and reflecting upon curriculum problems. It also aims to contribute to the increased exchange, discussion and reflection on all the current curriculum problems that form such a crucial part of learning worldwide.

Curriculum problems are everywhere: alert observers with a practiced eye and educated mind will find it almost impossible to read a newspaper without discovering curricular issues. The media often report about educational reforms or even about curriculum wars with opposing parties fiercely debating the aims, content and organization of learning. Few people analyze these trends and discussions from a curricular conceptual framework. In addition, people sometimes think that their curriculum approaches and problems are unique and context-specific. However, international experience shows us that we can learn a lot from curriculum issues elsewhere. This book aims to sharpen the eyes and minds of a broader audience in identifying, understanding, addressing and reflecting upon curriculum problems. It also aims to contribute to the increased exchange, discussion and reflection on all the current curriculum problems that form such a crucial part of learning worldwide.