120.390 (19S) Trends and Challenges in Teacher Education in Europe

Sommersemester 2019

Anmeldefrist abgelaufen.

Erster Termin der LV
05.04.2019 09:00 - 17:00 , N.1.44
Nächster Termin:
06.06.2019 08:00 - 16:00 , HS 9

Überblick

Lehrende/r
LV-Titel englisch
Trends and Challenges in Teacher Education in Europe
LV-Art
Seminar (prüfungsimmanente LV )
Semesterstunde/n
2.0
ECTS-Anrechungspunkte
4.0
Anmeldungen
10 (35 max.)
Organisationseinheit
Unterrichtssprache
Englisch
LV-Beginn
05.04.2019
eLearning
zum Moodle-Kurs

LV-Beschreibung

Intendierte Lernergebnisse

Upon completion of the course students will be able to: 

- describe and analyse structure of the systems of teacher education in various European countries 

- to conduct comparative analyses 

- interpret main tendencies in the development of teacher education systems 

- evaluate teacher education policy in their own country.

Lehrmethodik

Combination of lectures and workshops,presentations of students on the basis of their own research, individual work and internetbased work and discussion.

Inhalt/e

The course Trends and Challenges in Teacher Education in Europe provides an overview concerning the various teacher education systems (pre- service teacher education, induction  as well as continuing professional development), their historical and cultural conditions, including: educational philosophy, legal and institutional basics, contents, models and duration; the role of teachers in modern society and the aims of teacher qualification due to the Bologna process, but facing the still wide ranging different national systems and traditions. Furthermore, it provides some research results in and on teacher education.

Themes:

Teacher education system – initial teacher education, induction, continuous professional develpment

The teaching profession in Europe - main trends, practices and policies

Teacher professionalism

Teacher identity formation

Development of teachers` professional competencies

Quality assurance in teacher education  

European dimension in teacher education

Literatur

  • Alsup, J. (2006). Teacher Identity Discourses: Negotiating Personal and Professional Spaces. New Jersey: Lawrence Erlbaum Associates.
  • Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: an overview of issues in the literature and implications for teacher education. Cambridge Journal of Education 39 (2), 175-189.
  • D.J. Clandinin & J. Husu (Eds.). The SAGE Handbook of Research on Teacher Education. London: SAGE.
  • Beijaard, D., Meijer, P. C., & Verloop, N. (2004). “Reconsidering research on teachers’ professional identity”. Teaching and Teacher Education, 20, 107-128.
  • M. Valenčič-Zuljan & J. Vogrinc (Eds). European dimensions of teacher education-similarities and differences. Ljubljana: Faculty of Education, University of Ljubljana.
  • Domović, V., Vizek Vidović, V., & Bouillet, D. (2016). Student teachers’ beliefs about the teacher’s role in inclusive education. European Journal of Special Needs Education. DOI: 10.1080/08856257.2016.119457
  • Korthagen, F. A. J. & Verkuyl, H. (2002). Do you meet your students or yourself? Reflection on professional identity as an essential component of teacher education.
  • Korthagen, F. A.J. (2004). In search of the essence of a good teacher: towards a more holistic approach in teacher education. Teaching and Teacher Education, 20 (1), 77-97.
  • Korthagen, F. A. J. & Vasalos, A. (2005) Levels in Reflection: core reflection as a means to enhance professional growth. Teachers and Teaching: theory and practice, 11(1), 47 - 71.
  • Kosnik, C., & Beck, C. (2009). Priorities in Teacher Education. London and New York: Routhledge.
  • Lamote, C., & Engels, N. (2010). The development of student teachers’ professional identity. European Journal of Teacher Education, 33 (1), 3-18.
  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62 (3), 307-332.
  • M. Cochran-Smith, S. Feiman – Nemser, & J. D. Mclntyre. Handbook of research on teacher education. New York: Routledge /Taylor &Francis Group and the Association of Teacher Educators.
  • Singh, G., & Richards, J. C. (2006). Teaching and learning in the language teacher course room: a critical socio-cultural perspective. RELC Journal, 37 (2): 149-75.
  • Zhao, H.; Coombs, S., & Zhou, X. (2010). Developing professional knowledge about teachers through metaphor research: facilitating a process of change. Teacher development, 14, 381 – 395.
  • Zeichner, K., & Gore, J. (1990). Teacher Socialisation. In: W. R. Houston (Ed). Handbook of Research on Teacher Education, (pp. 329-348). New York: MacMillan.
  • Internet sources: 

 Eurydice: https://eacea.

Prüfungsinformationen

Prüfungsmethode/n

Presentation and essay (max. 10 pages)

Beurteilungsschema

Note/Grade Benotungsschema

Position im Curriculum

  • Bachelor-Lehramtsstudium Bildungswissenschaftliche Grundlagen für BA Lehramt (SKZ: 198, Version: 15W.2)
    • Fach: Freie Wahlfächer (Freifach)
      • Freie Wahlfächer ( 0.0h XX / 5.0 ECTS)
        • 120.390 Trends and Challenges in Teacher Education in Europe (2.0h SE / 4.0 ECTS)
  • Bachelor-Lehramtsstudium Bildungswissenschaftliche Grundlagen für BA Lehramt (SKZ: 198, Version: 17W.2)
    • Fach: Freie Wahlfächer (Freifach)
      • Freie Wahlfächer ( 0.0h XX / 5.0 ECTS)
        • 120.390 Trends and Challenges in Teacher Education in Europe (2.0h SE / 4.0 ECTS)
  • Bachelorstudium Erziehungs- und Bildungswissenschaft (SKZ: 645, Version: 17W.2)
    • Fach: Geschlechterbezogene, inter- /transkulturelle und internationale Themen in pädagogischen Berufs- und Handlungsfeldern (Pflichtfach)
      • 8.3 Internationale Perspektiven der Erziehung und Bildung ( 0.0h KS/SE / 4.0 ECTS)
        • 120.390 Trends and Challenges in Teacher Education in Europe (2.0h SE / 4.0 ECTS)
          Absolvierung im 5., 6. Semester empfohlen
  • Bachelorstudium Erziehungs- und Bildungswissenschaft (SKZ: 645, Version: 13W.2)
    • Fach: Geschlechterbezogene, interkulturelle und internationale Themen in pädagogischen Berufs- und Handlungsfeldern (Pflichtfach)
      • Internationale Perspektiven der Erziehung und Bildung ( 2.0h KU/SE / 4.0 ECTS)
        • 120.390 Trends and Challenges in Teacher Education in Europe (2.0h SE / 4.0 ECTS)

Gleichwertige Lehrveranstaltungen im Sinne der Prüfungsantrittszählung

Sommersemester 2017
  • 120.390 SE Trends and Challenges in Teacher Education in Europe (2.0h / 4.0ECTS)
Sommersemester 2016
  • 120.390 SE Trends and Challenges in Teacher Education in Europe (2.0h / 4.0ECTS)
Sommersemester 2015
  • 120.390 SE Trends and Challenges in Teacher Education in Europe (2.0h / 4.0ECTS)