Pathways to educational change revisited– controversies and advances in the German teacher education system

Robin Straub; Ulli Vilsmaier

doi:10.1016/j.tate.2020.103140

Pathways to educational change revisited– controversies and advances in the German teacher education system

Robin Straub^*
, Ulli Vilsmaier

^*Korrespondierende/r Autor/-in für diese Arbeit

Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › Begutachtung

13 Zitate (Scopus)

167 Downloads (Pure)

Abstract

This article contributes to the discourse of innovation and transfer strategies in German teacher education by (1) providing a conceptual analysis of prevalent approaches and (2) introducing a transdisciplinary perspective. The conceptual analysis indicates that top-down and bottom-up approaches lack either transformative momentum or scientific rigor. Collaborative approaches aim to mitigate this dilemma, but remain biased towards unidirectional innovation and transfer processes. In contrast, transdisciplinary approaches advocate for integrative and systemic pathways for educational change, which interlinks research and practice in teaching and teacher education. Illustrating examples from a boundary-crossing research and development project support this perspective.

Originalsprache	Englisch
Aufsatznummer	103140
Zeitschrift	Teaching and Teacher Education
Jahrgang	96
Seitenumfang	13
ISSN	0742-051X
DOIs	https://doi.org/10.1016/j.tate.2020.103140
Publikationsstatus	Erschienen - 01.11.2020

Bibliographische Notiz

Publisher Copyright:
© 2020 The Authors

Fachgebiete und Schlagwörter

Transdisziplinäre Studien
Erziehungswissenschaften

ASJC Scopus Sachgebiete

Ausbildung bzw. Denomination

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10.1016/j.tate.2020.103140Lizenz: CC BY-NC-ND

DownloadEndgültige, publizierte Fassung, 762 KBLizenz: CC BY-NC-ND

ZZL: Qualitätsoffensive Lehrerbildung: Theorie-Praxis-Verzahnung in der Lehrerbildung - Handlungsfeld: Kompetenzorientierte Unterrichtsgestaltung. Strukturorientierter Schriftspracherwerb (ZZL)
Weinhold, S. (Wissenschaftliche Projektleiter*in), Barth, M. (Wissenschaftliche Projektleiter*in), Leiss, D. (Wissenschaftliche Projektleiter*in) & Ahlers, M. (Wissenschaftliche Projektleiter*in)
01.04.16 → 30.06.19
Projekt: Forschung
ZZL-Netzwerk: Theorie-Praxis-Vernetzung im ZZL-Netzwerk in den vier Handlungsfeldern „Heterogenität und Inklusion“, „Kompetenzorientierte Unterrichtsgestaltung“, "Coaching & Mentoring" sowie „Lehrkräftegesundheit".
Schmidt, T. (Wissenschaftliche Projektleiter*in), Leiss, D. (Wissenschaftliche Projektleiter*in), Ehmke, T. (Wissenschaftliche Projektleiter*in), Blume, C. (Projektmitarbeiter*in), Peperkorn, M. (Projektmitarbeiter*in), Beckmann, T. (Projektmitarbeiter*in), Kulin, S. (Projektmitarbeiter*in), Besser, M. (Projektmitarbeiter*in), Fischer, N. (Projektmitarbeiter*in), Straub, R. P. (Projektmitarbeiter*in), Troll, B. (Projektmitarbeiter*in), Köhler, A. (Projektmitarbeiter*in), Scharnberg, S. (Projektmitarbeiter*in), Landmeier, J. K. (Projektmitarbeiter*in), Waschewski, T. (Projektmitarbeiter*in), Bürgener, L. (Projektmitarbeiter*in), Brückner, J. (Projektmitarbeiter*in), Dollereder, L. (Projektmitarbeiter*in) & Bode, P. (Projektmitarbeiter*in)
Bundesministerium für Bildung und Forschung
01.01.16 → 30.06.19
Projekt: Anderes

Dieses zitieren

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title = "Pathways to educational change revisited– controversies and advances in the German teacher education system",

abstract = "This article contributes to the discourse of innovation and transfer strategies in German teacher education by (1) providing a conceptual analysis of prevalent approaches and (2) introducing a transdisciplinary perspective. The conceptual analysis indicates that top-down and bottom-up approaches lack either transformative momentum or scientific rigor. Collaborative approaches aim to mitigate this dilemma, but remain biased towards unidirectional innovation and transfer processes. In contrast, transdisciplinary approaches advocate for integrative and systemic pathways for educational change, which interlinks research and practice in teaching and teacher education. Illustrating examples from a boundary-crossing research and development project support this perspective.",

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Pathways to educational change revisited– controversies and advances in the German teacher education system

Abstract

Bibliographische Notiz

Fachgebiete und Schlagwörter

ASJC Scopus Sachgebiete

Zugriff auf Dokument

Fingerprint

Projekte

ZZL: Qualitätsoffensive Lehrerbildung: Theorie-Praxis-Verzahnung in der Lehrerbildung - Handlungsfeld: Kompetenzorientierte Unterrichtsgestaltung. Strukturorientierter Schriftspracherwerb (ZZL)

ZZL-Netzwerk: Theorie-Praxis-Vernetzung im ZZL-Netzwerk in den vier Handlungsfeldern „Heterogenität und Inklusion“, „Kompetenzorientierte Unterrichtsgestaltung“, "Coaching & Mentoring" sowie „Lehrkräftegesundheit".

Dieses zitieren