Prof. Dr. Anja Kraus, Stockholm University (head convenor)

 

fotoAnja2010

 

Curriculum Vitae

1994 Magister in Educational Sciences and Philosophy at Freie Universität Berlin
1998 and 2003 1st and 2nd Staatsexamen “Teacher for Liberal Arts” at Universität der Künste Berlin
2000 PHD at Freie Universität Berlin
2003/4 Teacher for Liberal Arts at a secondary school in Mannheim/Germany, projects at schools in Darmstadt/Germany, Berlin and Neuquen/Argentine
2004 – Juniorprofessor at the Institute of Educational Sciences at Pädagogische Hochschule Ludwigsburg/Germany
2010 – 12 Professor; Second leader of the Institute of Educational Sciences at Pädagogische Hochschule Ludwigsburg/Germany
2013 – 2018 Docent at Linnaeus University Växjö
2018 – Professor at Stockholm University

Research interests:

Pedagogical theories of learning, pedagogical knowledge, integration of artistic positions in didactical concepts and classroom teaching research, tacit dimensions of pedagogy, corporality in school, heterogeneity in pedagogy, anthropological questions, empirical phenomenology, documentary method, videography.

 

Contact:

Prof. Dr. Anja Kraus, Stockholm University, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, 106 91 Stockholm, email: anja.kraus@hsd.su.se

 

Publications (selection):

In English: Perspectives on Performativity: Pedagogical Knowledge in Teacher Education In the book series: “European Research on Educational Practices” ed. by Anna Herbert, Anja Kraus, Nanna Lueth, Tatiana Shchyttsova, Fatma Sacli Uzunöz & Carol Taylor. Münster, New York, München, Berlin: Waxmann, 2016

In English: Scholarly Principles in Teacher Education. What Kind of Science Serves a Practice-Oriented Teacher Education? Münster, New York, München, Berlin: Waxmann, 2015

In the years 2012-2014: Coeditor of four anthologies in English on: Tacit Dimensions of Pedagogy. Münster, New York, München, Berlin: Waxmann

In English: Scientific Pedagogy as Research on Practices – Sketching „Quality Development”, „Competences“ and „Assessment“ in Pedagogical Regards. In: Carlsburg, B. von (Ed.): Strategies for Teacher Training: Concepts for Improving Skills and Quality of Teaching. Frankfurt am Main, Bern, Bruxelles, New York, Oxford, Warszawa, Wien: Peter Lang, 285 – 296

In English: Applying the `Phenomenological Method´ to Qualitative Research in Education Studies. In: Schultheis, K.; Pfrang, A. (Eds.): Children’s Perspective on School, Teaching and Learning. Berlin, Muenster, Wien, Zuerich, London: Lit Verlag; , 43 – 55

In English: Perspectives on Performativity: Pedagogical Knowledge in Teacher Education In the book series: “European Research on Educational Practices” ed. by Anna Herbert, Anja Kraus, Nanna Lueth, Tatiana Shchyttsova, Fatma Sacli Uzunöz & Carol Taylor. Münster, New York, München, Berlin: Waxmann, 2016

German School-Related Child and Youth Research – A Report on the State of the Art. In: Hudson, Brian; Meyer, Meinert (Eds.): Beyond Fragmentation: Didactics, Learning and Teaching. Opladen, Farmington Hills: Barbara Budrich. 2011, S.379 – 392

The “Performative Play“ as a Didactic Track to the Corporality of Children. In: Wulf, Christoph (Ed.): Mimesis, Poiesis, Performativity in Education. Münster, New York, München, Berlin: Waxmann. 2007, 160 – 170

A Study of Media Influences on the Learning Strategies of Students in the First Years of Secondary School by Means of “Subtexts”. Forum: Qualitative Social Research, 8 (3), Art.11, 2006, http://www.qualitative-research.net/index.php/fqs/article/view/286/629

 

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