University-School Partnerships in Teacher Education in Germany

Robin Pascal Straub; Timo Ehmke

doi:10.4324/9781003197973-13

University-School Partnerships in Teacher Education in Germany

Publikation: Beiträge in Sammelwerken › Kapitel › begutachtet

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 Sammelwerken › Kapitel › begutachtet

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

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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",

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isbn = "9780367469375",

series = "Asia-Europe Education Dialogue",

publisher = "Routledge Taylor & Francis Group",

pages = "192--205",

editor = "Timo Ehmke and Lee, {John Chi-Kin}",

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address = "United Kingdom",

edition = "1",

}

RIS

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T1 - University-School Partnerships in Teacher Education in Germany

AU - Straub, Robin Pascal

AU - Ehmke, Timo

PY - 2021/9/28

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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.

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