Pathways to educational change revisited– controversies and advances in the German teacher education system
Research output: Journal contributions › Journal articles › Research › peer-review
Standard
Pathways to educational change revisited– controversies and advances in the German teacher education system. / Straub, Robin; Vilsmaier, Ulli.
In: Teaching and Teacher Education, Vol. 96, 103140, 01.11.2020.Research output: Journal contributions › Journal articles › Research › peer-review
Harvard
APA
Vancouver
Bibtex
}
RIS
TY - JOUR
T1 - Pathways to educational change revisited– controversies and advances in the German teacher education system
AU - Straub, Robin
AU - Vilsmaier, Ulli
N1 - Funding Information: However, in addition to these reforms, a multitude of regional and local model projects involving researchers and practitioners alike have been facilitated too ( Nickolaus, Abel, & Gräsel, 2006 ). More recently, a nationwide funding program called the “Teacher Training Quality Campaign” (Qualitätsoffensive Lehrerbildung) was launched by the Federal Ministry for Education and Research (BMBF) (grant number: 01JA1603; http://www.leuphana.de/zzl-netzwerk).. Over two funding phases, the program facilitates 59 teacher educating universities with 500 million euros in total. Overarching issues include, for instance, the increase of the practical orientation, the enhancement of school internships and the development of professional advisory services ( BMBF, 2017 ). 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
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 -