Antike Theater und Masken online – Onlinedokumentation

Antike Theater und Masken online enthält etwa 800 Farbfotografien von antiken Theatern und 600 von Masken aus den Ländern rund um das Mittelmeer, aus Westeuropa und aus zahlreichen Museen. Die Sammlung des Basler Theaterhistorikers Karl Gotthilf Kachler (1906-2000) entstand zwischen dem Ende der 1950er-Jahre und dem Beginn der 1980er-Jahre auf zahlreichen Forschungsreisen. Er übergab 1999 die ursprünglich über 5’000 Diapositive dem Institut für Theaterwissenschaft der Universität Bern zur Bearbeitung. Im Jahr 2003 erschien im Chronos Verlag Zürich der Katalog Antike Theater und Masken mit einer beiliegenden DVD, die eine repräsentative Auswahl von 1’400 am ITW durch Sara Aebi und Regula Brunner thematisch kontextualisierten und kommentierten Fotografien zeigte. Die Herausgabe von Antike Theater und Masken online erfolgt durch Andreas Kotte, Direktor des ITW Bern und Projektleiter.

Multigrade teaching in primary education as a promising pedagogy for teacher education in Austria and Finland

This chapter focuses on teaching practices used in multigrade classes and the importance of them being incorporated in teacher education as promising pedagogies for future use. Multigrade classes - defined as classes in which two or more grades are taught together - are common worldwide. Hence, there is a need for teacher candidates to become familiar with how to teach in split grade classrooms. However, research on multigrade teaching as well as its development in teacher education studies has been neglected, even though multigrade teachers need special skills to organize instruction in their heterogeneous classrooms. We argue that in successful multigrade teaching practices, the heterogeneity of students is taken into account and cultivated. Based on content analysis of teacher interviews conducted in Austrian and Finnish primary schools, we recommend teaching practices such as spiral curricula, working plans, and peer learning as promising teacher education pedagogies for future multigrade class teaching. We also suggest that the professional skills required in high-quality teaching practices in multigrade teaching should be further studied by researchers and educators.