Ingrid Glowinski, Maria Bannert, Christina Beck, Angelika Bikner-Ahsbahs, Robert Marten Bittorf, Bettina Blasini, Florian Boch, Andreas Borowski, Beatrix Busse, Katrin Buth, Anna-Teresa Engl, Janine Freckmann, Jonas Frister, Julia Gillen, Katharina Gimbel, Finja Grospietsch, Gerhard Härle, Katharina Hellmann, Andreas Helzel, Josefine Hofmann, Judith Hofmann, Dietmar Höttecke, Jenna Koenen, Michael Komorek, Verena Köstler, Charlotte Kramer, Eva Kriehuber, Sabrina Kufner, Ralf Laging, Doris Lewalter, Mirjam Maahs, Jutta Mägdefrau, Sebastian Mahner, Nicole Masanek, Jürgen Mayer, Nelli Mehlmann, Monique Meier, Britta-Kornelia Müller, Claudia Nerdel, Verena Niesel, Carina Peter, Tina Pickert, Philipp Pohlenz, Wilko Reichwein, Maria Reißner, Christian Reiter, Chris Richter, Jürgen Richter-Gebert, Andreas Rohde, Sascha Schanze, Silke Schiffhauer, Nina Scholten, Michael Schween, Sandra Sprenger, Peter Stender, Patrizia Ungar, Universität Oldenburg IBIT-Bibliotheksdienste Zeitschriftenstelle, Katja Unverricht, Joachim von Meien, Jana-Kristin von Wachter, Iris Winkler, Carina Wöhlke, Katja Zaki, Kathrin Ziepprecht, Felix Zühlsdorf
Ingrid Glowinski; Andreas Borowski; Julia Gillen; Sascha Schanze; Joachim von Meien (eds.)

Kohärenz in der universitären Lehrerbildung

Vernetzung von Fachwissenschaft, Fachdidaktik und Bildungswissenschaften



ISBN: 978-3-86956-438-8
397 pages, Konferenzbericht
Release year 2018

33,00 

One area that is supported by the project “Qualitätsoffensive Lehrerbildung” (funded by BMBF) is the improvement of collaboration and coordination between studies in the discipline, studies in pedagogical content knowledge, and studies in pedagogical knowledge during teacher education at university. Aiming a better coordination among these three parts of teacher education at university, many of the supported projects have designed and realized university-specific approaches.
This conference proceedings volume comprises contributions by 15 of these projects. Seven of those were introduced and discussed in workshops on the occasion of two cross-regional project-conferences in Hannover and Potsdam. Overall, the contributions give a theoretically funded as well as a practice-oriented overview of current approaches and concepts to achieve a better connection between study units concerning studies in content knowledge, pedagogical content knowledge and pedagogical knowledge in teacher education. The volume presents university projects, which take effect on different levels (at the level of curriculum and content, at a collegiate level, at the level of structural conditions of universities). The different approaches are described in a way that they can provide a basis for transfer to other subjects or further universities.  
The contributions are aimed at teacher educators as well as other actors working in the field of teaching- and quality development at universities. All of them can take transferable ideas and impulses from the described concepts and formats.

One area that is supported by the project “Qualitätsoffensive Lehrerbildung” (funded by BMBF) is the improvement of collaboration and coordination between studies in the discipline, studies in pedagogical content knowledge, and studies in pedagogical knowledge during teacher education at university. Aiming a better coordination among these three parts of teacher education at university, many of the supported projects have designed and realized university-specific approaches.
This conference proceedings volume comprises contributions by 15 of these projects. Seven of those were introduced and discussed in workshops on the occasion of two cross-regional project-conferences in Hannover and Potsdam. Overall, the contributions give a theoretically funded as well as a practice-oriented overview of current approaches and concepts to achieve a better connection between study units concerning studies in content knowledge, pedagogical content knowledge and pedagogical knowledge in teacher education. The volume presents university projects, which take effect on different levels (at the level of curriculum and content, at a collegiate level, at the level of structural conditions of universities). The different approaches are described in a way that they can provide a basis for transfer to other subjects or further universities.  
The contributions are aimed at teacher educators as well as other actors working in the field of teaching- and quality development at universities. All of them can take transferable ideas and impulses from the described concepts and formats.