Pathways to educational change revisited– controversies and advances in the German teacher education system
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Teaching and Teacher Education, Jahrgang 96, 103140, 01.11.2020.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Pathways to educational change revisited– controversies and advances in the German teacher education system
AU - Straub, Robin
AU - Vilsmaier, Ulli
N1 - Publisher Copyright: © 2020 The Authors
PY - 2020/11/1
Y1 - 2020/11/1
N2 - 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.
AB - 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.
KW - Transdisciplinary studies
KW - Innovation and transfer
KW - Transdisciplinarity
KW - Educational science
KW - Bottom-up approaches
KW - Collaborative approaches
KW - Teacher education
KW - Top-down approaches
UR - http://www.scopus.com/inward/record.url?scp=85089424319&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/7eeb2245-14c9-355c-9b5c-977b22de4b88/
U2 - 10.1016/j.tate.2020.103140
DO - 10.1016/j.tate.2020.103140
M3 - Journal articles
AN - SCOPUS:85089424319
VL - 96
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
SN - 0742-051X
M1 - 103140
ER -