Universität zu Köln

Herzmann, Petra and Liegmann, Anke B. (2020). Oral Examinations in the Context of Research-based Learning. Re-(Adressing) as a Setting for Students' Expertise. Z. Padagog., 66 (5). S. 727 - 746. WEINHEIM: VERLAG JULIUS BELTZ. ISSN 0044-3247

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Abstract

On the basis of limited research into examination practices at universities, we focus on oral examination situations in university teacher education. The aim is to reconstruct the logic of oral examinations and the associated validity claims of the actors involved. Based on Luhmann's functional analysis, we will first define the structural logic of oral examinations and explain the general problem of granting and limiting student expertise in an institutionally defined examination setting. By analyzing processes of addressing, we show how the actors involved in the examinations negotiate this problem through communication. The analyses show that the students' (self-)empowerment with regard to a research project they have conducted during their teaching practice semester is accompanied by ritualized gestures of submission, and that the communication is typical of examinations even when the situation is not designated as an examination and the examiners try to communicate in a way that is contrary to an examination situation.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Herzmann, Petra UNSPECIFIED UNSPECIFIED UNSPECIFIED Liegmann, Anke B. UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-320445
Journal or Publication Title:	Z. Padagog.
Volume:	66
Number:	5
Page Range:	S. 727 - 746
Date:	2020
Publisher:	VERLAG JULIUS BELTZ
Place of Publication:	WEINHEIM
ISSN:	0044-3247
Language:	German
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language Education & Educational Research Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/32044