Entwicklungen und Perspektiven der universitären LehrerInnenbildung.

Autor/in	Glumpler, Edith
Titel	Entwicklungen und Perspektiven der universitären LehrerInnenbildung. Paralleltitel: Developments and perspectives of the teacher training at university in the Federal Republic of Germany.
Quelle	Aus: Berufswissen des Lehrers und Bezugswissenschaften der Lehrerbildung. Leipzig: Univ.-Verl. (2002) S. 369-381Verfügbarkeit
Beigaben	Literaturangaben 21
Sprache	deutsch; englische Zusammenfassung
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Bildungsgeschichte; Besoldung; Lehrer; Lehrerausbildung; Curriculum; Geschlecht; Föderalismus; Sozialer Status; Qualifikation; Hochschullehrer; Hochschule; Qualität; Status; Deutschland
Abstract	This article is part of the publication of contributions delivered at the 24th annual conference of the Association for Teacher Education in Europe (ATEE), held at the University of Leipzig, 30.08.-05.09.1999. "Since the beginning of the nineties there are more and more recommendations in educational policy calling into question the fact that teacher education of all categories of teachers in Germany shall remain the task of the universities. They criticize the quality of teacher education courses at university, as well as the insufficient integration of theoretical and practical studies in the first (academic) phase of teacher education. The paper will describe the development of the German teacher training system up to the integration of teacher education of all categories of teachers in the universities in the seventies and eighties. Special attention is given to the perspectives of the actual development within the federal organisation of the educational system in Germany. In this context two theses will be developed: 1. In the Federal Republic of Germany a uniform conception of teacher training at university level could not be realised, because the principle of federalism and the financial and administrative autonomy of the federal states being particularly strong in the field of educational matters facilitated the continuity of regional variety. 2. At present it is not possible to identify common structural or curricular problems on a federal level (and the necessity to resolve them at this level) in the academic teacher training system in the Federal Republic of Germany. All statements about the quality of German teacher training courses only regard the local, or the regional level. Those statements can't be generalized and by this, they can't be an argument for educational policy making on the Federal level or the level of regional governments." (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)