Suchergebnisse

This report describes teacher education in the Netherlands. It contains a study of publications, documents, regulations, websites, including data from expert Interviews. Firstly, an overview of the school system and the teacher education system in the Netherlands is presented. Secondly, the report focuses on a number of central topics relevant for the internationalization of teacher education: educational science, (foreign) languages, intercultural learning, new media, economy, and entrepreneurship and mobility. Finally, some conclusions will be formulated. (DIPF/Orig.).

The article offers an insight into the complex problem area of strategic internationalization of teacher education as exemplified by the experience of the Heidelberg University of Education. This paper discusses three major issues: the state of the debate regarding internationalization, the obstacles and difficulties which counteract that implementation as well as the major forces driving its implementation. This discussion highlights the difficult relationship between the demands of globalization and diversity in school life on the one hand and the yet to be established curricula for the internationalization of teacher training as a criteria of quality on the other hand. Finally, several aspects of the internationalization strategy of the Heidelberg University of Education are presented, from which the authors expect major advances in the training of teachers. The goal of teacher education must strive to sensitize teachers in the 21st century to adopt "global identities" and empower them to become cross-culturally competent to communicate and to act. (DIPF/Orig.).

The chapter describe the development of political education and political didactics in schools, showing it to be a process of increasing professionalization having grown resulted from various political influences. The beginnings of political didactics and the school subject of politics are presented. This is followed by a description of the phase of professionalization of political didactics and teacher education through the establishment of chairs of political didactics at institutes of political science. The next section traces the politicization and depoliticization of didactics and of the teaching of politics. Then the didactic moves to a variety of new normative questions. The current situation is characterized by a new phenomenon - the start of a theoretical development. The different theoretical considerations on the subject-specific competences of teachers and pupils are discussed. In addition, the first systematically collected empirical findings on theoretically postulated dimensions of competence are presented.