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The article introduces the concept of myths in education, highlighting their detrimental impact on teaching practices and student outcomes. Topics discussed include the formation and persistence of myths, their psychological and social factors, and strategies for teachers to critically address and overcome these misconceptions in their professional practice.

The article explores the integration of cooperative learning into school education. Topics include the formal inclusion of cooperative learning in the KMK educational standards and core curricula across Germany, the ongoing challenge of applying cooperative learning methods consistently in schools, and the historical development and conceptual foundations of cooperative learning in German education.

The article critically examines the concept of distinguishing between visible (Sichtstrukturen) and invisible deep structures (Tiefenstrukturen) in teaching practices, challenging the oversimplification of categorizing methods and strategies as either surface-level or deep-level components. It argues against devaluing visible aspects, emphasizing the importance of methodological competence, strategy implementation, and method appropriateness for effective teaching and learning.

The article focuses on addressing job-specific fear of teachers. It mentions tension between being uncertain and still having to act is part of the everyday work of teachers, and this is stressful and can lead to anxiety. It als mentions schools can deal with this fear by inclusion, individualization, opening up the classroom, and digitization.

The article focuses on 4k model of education in the 21st century. It mentions that communication, collaboration, critical thinking and creativity as regulative ideas can provide important impetus for students in school and teaching development. It also mentions that these achievements should also be graded by making a consistent distinction between learning and examination situations.

The article reports on music teaching and learning in a balanced way. When asked about a good teaching rhythm, one quickly comes across detailed questions: how much time does a student need to think about after a teacher question, how should individual work and cooperation be dosed, how should the relationship between explaining on the one hand and processing on the other be and how does a long-term good rhythm of different forms of teaching succeed.

Copyright of Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article provides information on the acquired skills of students to independently solve complex problems including teaching flow, class work or further history lesson and learning process. Topics include practice and their involvement in the lessons, students running online blog and students on the information to process.

Copyright of Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)