Wege und Werkzeuge zur Professionalisierung in der Lehrerbildung.

Autor/in	Meyer, Hilbert
Titel	Wege und Werkzeuge zur Professionalisierung in der Lehrerbildung. Paralleltitel: Ways and tools of the professionalisation of teacher education.
Quelle	Aus: Berufswissen des Lehrers und Bezugswissenschaften der Lehrerbildung. Leipzig: Univ.-Verl. (2002) S. 41-78Verfügbarkeit
Beigaben	Literaturangaben 38; Abbildungen 6
Sprache	deutsch; englische Zusammenfassung
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Wissen; Erfahrung; Handlungskompetenz; Leitbild; Selbsteinschätzung; Selbstreflexion; Erfahrung; Lehrer; Leitbild; Praxis; Theorie; Wissen; Handlungskompetenz; Selbsteinschätzung; Selbstreflexion; Berufssoziologie; Professionalität; Lehrer; Lehrerausbildung; Berufssoziologie; Praxis; Professionalität; Theorie
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. "In this introductory paper will be discussed how could be shaped a modern teacher training system, in which however, many classical elements would be included. In short case studies typical courses, chances and deficits of the professional socialization in study and profession of the teachers are presented. Aims and principles of a modern teacher training are characterized in a rather theoretical part: The students have to experience for themselves the contradiction between theory and practice; they have to learn to change between different perspectives and to stand the contradictions in the roles of a teacher. Those aims will be served by new-conceived places for learning, in which periods of initial teacher training and in service training can be better combined: workshops of writing and of research; cooperative schools; research-orientated practical training and excursions; participation in school development. New and old instruments for learning to change perspectives are used in these places for learning: seminars oriented to action, pedagogical case work, working on one's own biography, action research in schools and universities. This means that teacher training institutions should become real learning organisations, in which the students develop their personality and in which they can test themselves in practical work." (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)