University-School Partnerships in Teacher Education in Germany
Research output: Contributions to collected editions/works › Chapter › peer-review
Standard
Quality in Teacher Education and Professional Development: Chinese and German Perspectives. ed. / Timo Ehmke; John Chi-Kin Lee. 1. ed. London: Routledge Taylor & Francis Group, 2021. p. 192-205 (Asia-Europe Education Dialogue).
Research output: Contributions to collected editions/works › Chapter › peer-review
Harvard
APA
Vancouver
Bibtex
}
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
UR - http://www.scopus.com/inward/record.url?scp=85120393318&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/16d4b283-b71e-3d35-aed4-4cad6f07d7d4/
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 -