Ausgabe 2/2023, 115. Jahrgang S. 162–171
Institutionalization of Teacher Education – Why So Hesitant?
A Contribution to the Discussion on the “Eckpunktepapier
Institutionalisierung Lehrerbildung” [Key Issues Paper on Institutionalization
of Teacher Education] in the Context of the “Qualitätsoffensive
Lehrerbildung“ [Quality Initiative for Teacher Education]
Kurzlink: https://www.waxmann.com/artikelART105396
.doi: https://doi.org/10.31244/dds.2023.02.11
Abstract
Starting with the observation that the reform of teacher education has been a continuous topic in the debate of educational science in recent decades, the “Eckpunktepapier Institutionalisierung Lehrerbildung” [Key Issues Paper on Institutionalization of Teacher Education] resulting from the “Qualitätsoffensive Lehrerbildung“ [Quality Initiative for Teacher Education] is critically discussed. Based on five theses, further reform considerations for teacher education are presented, which look at structural-content-related problems as well as the significance or insignificance of a science-based teacher education.
Schlagworte
governance, teacher education, reform, professionalization, quality initiative for teacher education, theory-practice relationship, effectiveness of teacher education
APA-Zitation
Berkemeyer N. (2023). Institutionalisierung der Lehrkräftebildung – warum so zaghaft?: Ein Diskussionsbeitrag zum „Eckpunktepapier Institutionalisierung Lehrerbildung“ aus dem Kontext der Qualitätsoffensive Lehrerbildung. DDS – Die Deutsche Schule, 115(2), 162-171. https://doi.org/10.31244/dds.2023.02.11
