Issue 4/2019, 111. Volume Page 466–470
Multiparadigmatic Teacher Training – Progress, Overstraining, or Setback?
Inquiries to an Attempt to Cultivate Academic Vanities
Shortlink: https://www.waxmann.com/artikelART103905
.doi: https://doi.org/10.31244/dds.2019.04.08
Abstract
This article, besides the articles by Jörg Schlömer kemper and Colin Cramer in this issue, reacts to the contribution: Heinrich, M., Wolfswinkler, G., van Ackeren, I., Bremm, N., & Streblow, L. (2019). Multiparadigmatic Teacher Training. Productive Ways out of the Paradigm Dispute? DDS – Die Deutsche Schule, 111 (2), 244–259. doi.org/10.31244/dds.2019.02.10
Keywords
teacher training, professionalization, paradigms, professionalism, profession theory
APA citation
Berkemeyer N. (2019). Multiparadigmatische Lehrerbildung – Fortschritt, Überforderung oder Rückschritt?: Anfragen an einen Versuch zur Pflege akademischer Eitelkeiten. DDS – Die Deutsche Schule, 111(4), 466-470. https://doi.org/10.31244/dds.2019.04.08
