University-School Partnerships in Teacher Education in Germany

Publikation: Beiträge in SammelwerkenKapitelbegutachtet

Standard

University-School Partnerships in Teacher Education in Germany. / Straub, Robin Pascal; Ehmke, Timo.
Quality in Teacher Education and Professional Development: Chinese and German Perspectives. Hrsg. / Timo Ehmke; John Chi-Kin Lee. 1. Aufl. London: Routledge Taylor & Francis Group, 2021. S. 192-205 (Asia-Europe Education Dialogue).

Publikation: Beiträge in SammelwerkenKapitelbegutachtet

Harvard

Straub, RP & Ehmke, T 2021, University-School Partnerships in Teacher Education in Germany. in T Ehmke & JC-K Lee (Hrsg.), Quality in Teacher Education and Professional Development: Chinese and German Perspectives. 1 Aufl., Asia-Europe Education Dialogue, Routledge Taylor & Francis Group, London, S. 192-205. https://doi.org/10.4324/9781003197973-13

APA

Straub, R. P., & Ehmke, T. (2021). University-School Partnerships in Teacher Education in Germany. In T. Ehmke, & J. C.-K. Lee (Hrsg.), Quality in Teacher Education and Professional Development: Chinese and German Perspectives (1 Aufl., S. 192-205). (Asia-Europe Education Dialogue). Routledge Taylor & Francis Group. https://doi.org/10.4324/9781003197973-13

Vancouver

Straub RP, Ehmke T. University-School Partnerships in Teacher Education in Germany. in Ehmke T, Lee JCK, Hrsg., Quality in Teacher Education and Professional Development: Chinese and German Perspectives. 1 Aufl. London: Routledge Taylor & Francis Group. 2021. S. 192-205. (Asia-Europe Education Dialogue). doi: 10.4324/9781003197973-13

Bibtex

@inbook{112141a480044c71bf2a578dc7886ea6,
title = "University-School Partnerships in Teacher Education in Germany",
abstract = "University-school partnerships are essential elements of the teacher education system in Germany. They allow mitigating system inherent challenges such as the theory-practice gap, the institutional fragmentation among the three consecutive phases in the German teacher education system, and the structural innovation lethargy. Thus, university-school partnerships bear potentials for the improvement of student teachers' and teachers' professional development, the implementation of didactical advancements, and systemic capacity building. Against this background, the present contribution provides a systematic outline of various types of university-school partnerships in teacher education in Germany. This outline is structured with regard to the following characteristics: (1) the degree of formalisation and institutionalisation, (2) the quality and intensity of cooperative relations and (3) the general objectives of the university-school partnerships. Moreover, conceptual considerations will be combined with reflections on relevant educational policies and illustrating examples.",
keywords = "Educational science",
author = "Straub, {Robin Pascal} and Timo Ehmke",
note = "Publisher Copyright: {\textcopyright} 2022 selection and editorial matter, John Chi-Kin Lee and Timo Ehmke; individual chapters, the contributors.",
year = "2021",
month = sep,
day = "28",
doi = "10.4324/9781003197973-13",
language = "English",
isbn = "9780367469375",
series = "Asia-Europe Education Dialogue",
publisher = "Routledge Taylor & Francis Group",
pages = "192--205",
editor = "Timo Ehmke and Lee, {John Chi-Kin}",
booktitle = "Quality in Teacher Education and Professional Development",
address = "United Kingdom",
edition = "1",

}

RIS

TY - CHAP

T1 - University-School Partnerships in Teacher Education in Germany

AU - Straub, Robin Pascal

AU - Ehmke, Timo

N1 - Publisher Copyright: © 2022 selection and editorial matter, John Chi-Kin Lee and Timo Ehmke; individual chapters, the contributors.

PY - 2021/9/28

Y1 - 2021/9/28

N2 - University-school partnerships are essential elements of the teacher education system in Germany. They allow mitigating system inherent challenges such as the theory-practice gap, the institutional fragmentation among the three consecutive phases in the German teacher education system, and the structural innovation lethargy. Thus, university-school partnerships bear potentials for the improvement of student teachers' and teachers' professional development, the implementation of didactical advancements, and systemic capacity building. Against this background, the present contribution provides a systematic outline of various types of university-school partnerships in teacher education in Germany. This outline is structured with regard to the following characteristics: (1) the degree of formalisation and institutionalisation, (2) the quality and intensity of cooperative relations and (3) the general objectives of the university-school partnerships. Moreover, conceptual considerations will be combined with reflections on relevant educational policies and illustrating examples.

AB - University-school partnerships are essential elements of the teacher education system in Germany. They allow mitigating system inherent challenges such as the theory-practice gap, the institutional fragmentation among the three consecutive phases in the German teacher education system, and the structural innovation lethargy. Thus, university-school partnerships bear potentials for the improvement of student teachers' and teachers' professional development, the implementation of didactical advancements, and systemic capacity building. Against this background, the present contribution provides a systematic outline of various types of university-school partnerships in teacher education in Germany. This outline is structured with regard to the following characteristics: (1) the degree of formalisation and institutionalisation, (2) the quality and intensity of cooperative relations and (3) the general objectives of the university-school partnerships. Moreover, conceptual considerations will be combined with reflections on relevant educational policies and illustrating examples.

KW - Educational science

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U2 - 10.4324/9781003197973-13

DO - 10.4324/9781003197973-13

M3 - Chapter

SN - 9780367469375

T3 - Asia-Europe Education Dialogue

SP - 192

EP - 205

BT - Quality in Teacher Education and Professional Development

A2 - Ehmke, Timo

A2 - Lee, John Chi-Kin

PB - Routledge Taylor & Francis Group

CY - London

ER -

DOI