GIBT ES UNSICHTBARE TIEFENSTRUKTUREN DES LEHRER-HANDELNS?

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.