Pädagogisches Handeln in professionalisierten Interaktionen – Zur Kritik der praxeologisch-wissenssoziologischen Professionsforschung
摘要
The praxeological-sociological theory of professions emphasizes the organizational and interactional foundations of professional practice. Supported by empirical research and a well-developed theoretical framework, this approach has gained widespread use in recent years—not only within educational science but also in related fields. Central to the theory are the concepts of “constitutive framing” and the distinction between “primary” and “secondary coding,” which together highlight the conditions that enable or hinder professionalized pedagogical action. Building critically on this framework, the present paper proposes three key extensions: first, incorporating the polysocial level on which professional interactions occur through the concept of the habituated interaction space; second, offering a conceptual differentiation of pedagogical action (e.g., in terms of education, teaching, care); and third, identifying the “basic pedagogical mode” (Thomsen