By Dina Kuhlee, Jürgen van Buer, Christopher Winch

Die Publikation beschäftigt sich mit den Lehrerbildungsstrukturen in England und Deutschland und deren Wandel unter bildungspolitischen Reforminitiativen. Trotz Parallelen in Reformdiskursen und -instrumenten, hinsichtlich der praktischen Fokussierungen und Wirkungen von Reforminitiativen existieren deutliche Differenzen. Die Beiträge deuten dabei darauf, dass die Durchsetzung bildungspolitischer Steuerungsmaßnahmen bis in die Mikroebene von Lehrerausbildung und Lehrprofession letztlich scheinbar stringenter in den marktorientierten Strukturen Englands gelingt als in den stark staatlich-reglementierten Strukturen Deutschlands.

Governance in preliminary instructor schooling: views on England and


This booklet examines institutional buildings in preliminary instructor schooling (ITE) in England and Germany and adjustments to those brought on by way of political reform. even supposing there are parallels within the discourses pertaining to reforms to ITE in either nations, the point of interest and the results of the reforms vary. The contributions to the ebook point out that the micro-level implementation of academic governance measures seems to be extra stringent within the English market-oriented constitution than within the strongly state-regulated constitution of the German Federal State.

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Extra resources for Governance in der Lehrerausbildung: Analysen aus England und Deutschland: Governance in Initial Teacher Education: Perspectives on England and Germany

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Buckingham: Open University Press. , & Heinrich, M. (2005). Merkmale und Fragen einer Governance-Reform am Beispiel des österreichischen Schulwesens. Österreichische Zeitschrift für Soziologie, 30(4), 6–28. , & Wissinger, J. ). (2007). Educational governance. Wiesbaden: VS Verlag für Sozialwissenschaften. , & Soukup-Altrichter, K. ). (2011). Schulentwicklung durch Schulprofilierung? Wiesbaden: VS Verlag für Sozialwissenschaften. Baumert, J. (1998). TIMSS-Mathematisch-naturwissenschaftlicher Unterricht im internationalen Vergleich.

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4) attempts to increase “hierarchical self-control are the main issue in this phase. They are accompanied by early experiments with “externally formulated goals”. Strengthening the powers of the management should also put some pressure on individual teachers’ “autonomy”. 18 H. Altrichter ,QSXWUHJXODWLRQ E\ WKH 6WDWH ([WHUQDO FRQWURO RI VXEVWDQWLDOJRDOV 6HOIFRQWURO RIWKH WHDFKLQJ SURIHVVLRQ FRPSHWLWLRQ DQG TXDVLPDUNHWV +LHUDUFKLFDO VHOI FRQWURO Fig. 4 Phase 2 – Strengthening in-school management A third phase of modernisation was triggered by the results of the international large scale assessment studies TIMSS and PISA, which were not favourable for the education systems of the German-speaking countries (Baumert 1998; OECD 2001).

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