| Book Cover | 1 |
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| Contents | 5 |
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| 1. Introduction and Outline | 7 |
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| 2. Pedagogical Knowledge | 22 |
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| 2.1 Pedagogical Tact as a Link between Pedagogical Theory and Practice | 22 |
| 2.2 Pedagogical Coordination and Convincing | 30 |
| 2.3 Equating Pedagogy with its Objectives, Educational Practices, and the Pedagogical Concept of Learning | 35 |
| 2.4 Fields of Tension within Pedagogy | 38 |
| 2.5 The Plurivalent Normativity of Pedagogy | 41 |
| 2.6 Tacit Dimensions of Pedagogy | 43 |
| 2.7 Pedagogical Context Sensitivity and Acting under Time Pressure | 46 |
| 2.8 The Obstinancy of Habitus and Traps of Familiarity | 50 |
| 2.9 Practical Knowledge for the Teaching Profession | 57 |
| 3. Pedagogy in the Classroom | 61 |
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| 3.1 Teaching as Orchestration and Choreography | 61 |
| 3.2 Notations of Teaching | 62 |
| 4. University Teacher Education | 68 |
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| 4.1 Competences and Competence Development for Teachers | 68 |
| 4.2 “Reflective Practitioner” | 74 |
| 4.3 Approaches of Action Research | 78 |
| 4.4 Working with Cases at the University | 80 |
| 4.5 Research-based Learning at the University | 82 |
| 4.5.1 Example of Research-based Learning at the University: Design-based Research (DBR) | 86 |
| 4.5.2 Example of an Approach to Research-based Learning at Schools and Universities: Research-based School – Quality in Development | 89 |
| 5. Performative Pedagogy | 97 |
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| 5.1 Performativity and Rationality | 97 |
| 5.2 Performativity and Competence | 110 |
| 5.3 Learning and Performativity | 113 |
| 5.4 Educational Processes58 and Performativity | 115 |
| 5.5 Performativity, Staging, and Choreography | 121 |
| 5.6 The Mediality and Performativity of Professional Teacher Action | 122 |
| 5.7 Performativity and Personality Development | 128 |
| 5.8 The Performative Play as a Didactic Principle | 132 |
| 6. Processing of Pedagogical Challenges within University Teacher Education Based on Theoretical Performativity | 138 |
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| 6.1 Performative Play as a Didactic Principle in University | 138 |
| 6.2 Example: The “Pupil Job” as an Incentive for Reflection | 142 |
| 6.3 Example: Voice in the Classroom | 143 |
| 6.4 Example: The First Lesson | 143 |
| 6.5 Example: Practice Research by Videotaping from a Performativity-Theoretical Perspective | 144 |
| 7. Outlook: Avenues of Research | 146 |
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| References | 147 |
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