There is a plethora of book critiques, when it comes to didactic textbooks. However scientific analysis of those books are rather rare. At the same time the importance of foreign language teaching is increasing, due to various factors. This thesis therefore tries to come to a more differentiated and more objective approach to compare didactic textbooks. This is complemented by examples and perspectives from the long experience of the author.
The comparative analysis is based on the principles of complementary triangulation. Two methods complement each other and reflect the author‘s experiences. Selected hypothesis are also being put to a test. Besides, there is an excursus on the current status of teacher education and its development since the 19th century.
Due to the contextual nature and the individual circumstances for using those books, the result of the analysis is not hitlist or ranking, rather a differentiated and objectivized picture. The author closes with remarks for a better exchange between theory and practice of teaching and teacher education.
Weidemeyer, Helmuth: Fremdsprachliche Didaktiken im Vergleich und ihre Bedeutungen für die unterrichtliche Praxis. : Philipps-Universität Marburg 2020-02-04. DOI: https://doi.org/10.17192/z2020.0066.
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