Didacticum https://didacticum.phst.at/index.php/didacticum <h2><strong>Zeitschrift für (Fach) Didaktik in Forschung und Unterricht *</strong></h2> <p>&nbsp;„didacticum – Zeitschrift für (Fach)Didaktik in Forschung und Unterricht“ versteht sich als Zeitschrift für Forschung und unterrichtliche Praxis. Sie richtet sich gleichermaßen an Hochschullehrende und Studierende in der Pädagoginnen- und Pädagogenbildung sowie an Lehrerinnen und Lehrer aller Schularten. Ziel ist (fach)didaktische Diskurse zu initiieren und zur Diskussion zu stellen, um zum Dialog von Forschung und Unterricht beizutragen.</p> <p>Das thematische Spektrum umfasst alle Bereiche der (Fach)Didaktik, wobei fachdidaktische Fragestellungen aber auch didaktische Querschnittmaterien wie beispielsweise Inklusion, Intersektionalität, Global Citizenchip Education, Bildung für nachhaltige Entwicklung thematisiert werden. Die Grundlage bildet ein umfassendes Verständnis von Fachdidaktik und Allgemeiner Didaktik, die als interdisziplinäre Wissenschaften zur kritisch-reflexiven und handlungsorientierten Sichtweise von Lehr- und Lernprozessen in der Verbindung von Theorie und Praxis beitragen.&nbsp;Schwerpunkt bilden die Voraussetzungen, die Unterricht im österreichischen Raum vorfindet, willkommen sind aber auch Beiträge aus anderen europäischen Ländern und dem außereuropäischen Raum.</p> <p>Alle Beiträge werden nach den Standards des Peer-Reviews begutachtet, die Ausgaben erscheinen mindestens einmal jährlich ausschließlich in digitaler Form, die einzelnen Beiträge können kostenfrei als PDF-Dateien heruntergeladen werden.</p> Pädagogische Hochschule Steiermark de-DE Didacticum 2707-0905 Renate Welsh und ihre Texte im Unterricht https://didacticum.phst.at/index.php/didacticum/article/view/18 <p>Since 1975, Renate Welsh is one of the best-known Austrian authors for children and young adults. Her literary work ranges from picture books, novels and fantasy for children, (auto-)biographical texts to historical novels also for adults. In this journal researchers focus on her work from different perspectives. Her influence on children’s literature in Austria will be described, also how her creative writing workshops can be inspiring for teaching in the context of competence-oriented German lessons. The “Responsive Literaturdidaktik” will be explained through the book “Das Vamperl”. Close looks at teaching lessons show how reading books from Renate Welsh enrich learning in schools.</p> Sabine Fuchs ##submission.copyrightStatement## 2019-12-12 2019-12-12 1 1 1 3 Renate Welsh und die österreichische Kinder- und Jugendliteratur https://didacticum.phst.at/index.php/didacticum/article/view/7 <p>This article focuses on Renate Welsh’s relation to the paradigm shift in children’s literature in the 1970s in Austria. Her double addressed work is also discussed as a characteristic of Austrian writers in general. Welsh is recognized as a writer with high psychoanalytic capability, because of her deep understanding of human conditions.</p> Ernst Seibert ##submission.copyrightStatement## 2019-12-12 2019-12-12 1 1 4 12 Auf eine Geschichte antworten bedeutet fragen – Überlegungen zur responsiven Literaturdidaktik am Beispiel der Erzählung Das Vamperl von Renate Welsh https://didacticum.phst.at/index.php/didacticum/article/view/8 <p>The following article explains the characteristics of a specific technique on how to talk about and act on literature in the classroom. It is called „Responsive Literaturdidaktik”. Its principles are different from those of traditional settings of literature teaching, insofar as they try to open some space to an authentic talk about literary texts, starting from a lecture that tries to enable students to hear the questions that arise from the text itself (not those which are being asked by the teacher). From this very intimate talk between reader and text, the tuition moves on to the interpersonal talk about the text, keeping in mind that the other, which can be the text or the real vis-à-vis, is inevitably marked by the traces of radical otherness. This remaining otherness cannot be reduced to full understanding, not even through the traditional categories of literary interpretation such as historical background or intertextuality. The principles and effects of this special way to talk about and act on literature will be explained through the book „Das Vamperl“, written by the Austrian writer Renate Welsh.</p> Nicola Mitterer ##submission.copyrightStatement## 2019-12-12 2019-12-12 1 1 13 26 Geschichten hinter den Geschichten – Poetologische Texte als Unterstützung von Verstehens- und Interpretationsprozessen https://didacticum.phst.at/index.php/didacticum/article/view/19 <p>This article focuses on talks concerning poetics lectures by authors as a support in the process of understanding and interpreting literature. Renate Welsh’s talks on literature and its power for young readers and for teaching literature will be discussed.</p> Sabine Fuchs ##submission.copyrightStatement## 2019-12-12 2019-12-12 1 1 27 36 Renate Welsh und ihre Schreibwerkstätten – ein Plädoyer für ‚kreatives Schreiben‘ im Deutschunterricht https://didacticum.phst.at/index.php/didacticum/article/view/17 <p>Renate Welsh-Rabady understands her creative writing workshops as a sort of "midwife care" for creative writing, both autobiographical and personal, of young people and adults. From the didactical perspective of writing, the workshops can motivate pupils to enrich their writing competencies. A positioning of creative writing workshops in the context of competence-oriented German lessons is attempted, in order to encourage the development of interpersonal skills as well as writing skills.</p> Marlies Breuss ##submission.copyrightStatement## 2019-12-12 2019-12-12 1 1 37 56 Ganz schön bunt. Dialog in Farbe. Literarische Spurensuche (Primarstufe) in den Werken von Renate Welsh https://didacticum.phst.at/index.php/didacticum/article/view/16 <p>The following paper provides interconnection between the topic of dialogic learning within and with some of Renate Welsh’s books for children. With the help of verbal and written conversations about Renate Welsh’s literature, subjective approaches are opened up for the young readers and associated with their personal, lifewordly experiences. The exchange with others and the immersion of common or controversial approaches release metacognitive levels of experience. In addition to the theory of Dialogic Learning, practical examples of implementation within primary education are presented. By doing this, subject-didactical aspects are interconnected and intertwined.</p> Michaela Reitbauer ##submission.copyrightStatement## 2019-12-12 2019-12-12 1 1 57 74 Renate Welsh Dr. Chickensoup – „Wir haben jetzt, glaube ich, verstanden, was da los ist in diesem Buch“ – Unterrichtserfahrungen in der Sekundarstufe I (AHS) https://didacticum.phst.at/index.php/didacticum/article/view/15 <p>Renate Welsh’s 2011 published juvenile novel Dr. Chickensoup focuses on poverty as a daily challenge for a single mother and her child in contemporary Vienna. Julia, the 11-year-old main protagonist, tries to hide her critical financial family situation from her classmates and often has to take on adult responsibilities because her mother Melanie cannot cope with her single-parent’s role. Her grandmother and the elderly neighbour Mrs. Kronig fill in as “mother substitutes” whenever they see the girl being left to herself. With Marcel, whom Melanie meets in the subway, their lives start to change. He is without a job but not without dreams for a better life. Education becomes the key to new future perspectives. Even though the results of the Erfurt Study of 2003 convincingly states that 6-10-year-old children are not interested in realistic literature the book was chosen for a reading project with 11-year old pupils of a catholic private school in Graz, Austria. With the didactic approaches of dialogic learning (Dialogisches Lernen) and Heidelberg’s literary discussion format (Heidelberger Literarisches Gespräch) the pupils should be enabled to develop a subjective, emotionally driven approach to the text. Their self-chosen passages were taken as the starting point for the hardly structured discussion in class. The reading project started with their “dialogue” with the text, continued as a “dialogue” with their group members and was followed by a dialogue of the whole class in a plenary. The pupil’s discussions in class (small group and plenary format) were audio-taped and analysed. The innovative didactic principles empowered them to come to complex and well reflected conclusions about the literary text.</p> Ingrid Gehrke ##submission.copyrightStatement## 2019-12-12 2019-12-12 1 1 75 94 Max, der Neue – Unterrichtserfahrungen und didaktische Überlegungen für den Literaturunterricht in der BMS https://didacticum.phst.at/index.php/didacticum/article/view/14 <p>The article focuses on literary didactics and teaching literature in a secondary school for agriculture and forestry, based on the young-adult novel Max, der Neue. Teaching experiences and ideas to promote the enjoyment of reading are presented.</p> Martina Fuchs ##submission.copyrightStatement## 2019-12-12 2019-12-12 1 1 95 104