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

^*Corresponding author for this work

Research output: Journal contributions › Journal articles › Research › peer-review

14 Citations (Scopus)

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.

Original language	English
Article number	103140
Journal	Teaching and Teacher Education
Volume	96
Number of pages	13
ISSN	0742-051X
DOIs	https://doi.org/10.1016/j.tate.2020.103140
Publication status	Published - 01.11.2020

Bibliographical note

Publisher Copyright:
© 2020 The Authors

Research areas and keywords

Transdisciplinary studies
Innovation and transfer
Transdisciplinarity
Educational science
Bottom-up approaches
Collaborative approaches
Teacher education
Top-down approaches

ASJC Scopus Subject Areas

Education

Access to Document

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

DownloadFinal published version, 762 KBLicence: CC BY-NC-ND

ZZL: Qualitätsoffensive Lehrerbildung: Theorie-Praxis-Verzahnung in der Lehrerbildung - Handlungsfeld: Kompetenzorientierte Unterrichtsgestaltung. Strukturorientierter Schriftspracherwerb (ZZL)
Weinhold, S. (Project manager, academic), Barth, M. (Project manager, academic), Leiss, D. (Project manager, academic) & Ahlers, M. (Project manager, academic)
01.04.16 → 30.06.19
Project: Research
ZZL-Netzwerk: Theorie-Praxis-Vernetzung im ZZL-Netzwerk in den vier Handlungsfeldern „Heterogenität und Inklusion“, „Kompetenzorientierte Unterrichtsgestaltung“, "Coaching & Mentoring" sowie „Lehrkräftegesundheit".
Schmidt, T. (Project manager, academic), Leiss, D. (Project manager, academic), Ehmke, T. (Project manager, academic), Blume, C. (Project staff), Peperkorn, M. (Project staff), Beckmann, T. (Project staff), Kulin, S. (Project staff), Besser, M. (Project staff), Fischer, N. (Project staff), Straub, R. P. (Project staff), Troll, B. (Project staff), Köhler, A. (Project staff), Scharnberg, S. (Project staff), Landmeier, J. K. (Project staff), Waschewski, T. (Project staff), Bürgener, L. (Project staff), Brückner, J. (Project staff), Dollereder, L. (Project staff) & Bode, P. (Project staff)
Federal Ministry of Education and Research
01.01.16 → 30.06.19
Project: Other

Cite this

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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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KW - Top-down approaches

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

Abstract

Bibliographical note

Research areas and keywords

ASJC Scopus Subject Areas

Access to Document

Fingerprint

Projects

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".

Cite this