Begleitfach: Leidfach oder Leitfach? - oder: Vom Elend der Erziehungswissenschaft in der Lehrerausbildung und der Hoffnung auf neuen Glanz.

Autor/in	Burg, Udo von der
Titel	Begleitfach: Leidfach oder Leitfach? - oder: Vom Elend der Erziehungswissenschaft in der Lehrerausbildung und der Hoffnung auf neuen Glanz. Paralleltitel: The "accompanying subject" - educational studies - for teacher training.
Quelle	Aus: Berufswissen des Lehrers und Bezugswissenschaften der Lehrerbildung. Leipzig: Univ.-Verl. (2002) S. 239-256Verfügbarkeit
Beigaben	Literaturangaben 20
Sprache	deutsch; englische Zusammenfassung
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Erziehungswissenschaft; Bildungsgeschichte; Persönlichkeitsbildung; Schule; Lehramtsstudent; Lehrerausbildung; Gegenwart; Fachwissenschaft; Studieninhalt; Praxis; Praxisbezug; Qualitätssicherung; Theorie; Deutschland; Nordrhein-Westfalen; Preußen
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. "Formerly educational studies were to structure the totality of the teacher education studies, however, more and more they became a marginal subject. In order to stress his arguments, the author gives a brief historical survey about teacher training in Germany. This historical survey is completed by a critical reflexion of present tendencies of development of teacher training in the federal state of North Rhine-Westphalia. The author remarks that economical interests seem to be predominant in the view of school administation. With regard to the trend the author describes as "rebureaucratisation" of the school, the paper asks for a new "humanisation" of teacher training. On the one hand, this means for him an extended role of didactics and curriculum studies in teacher education, an the other hand, a real reevaluation of educational studies in teacher training. Doing this, educational studies would become really a guiding discipline in teacher training." (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)