by Martin Heinrich, Günther Wolfswinkler, Isabell van Ackeren, Nina Bremm und Lilian Streblow
Abstract:
The discourse on common goals of teacher training in Germany has been particular-ly virulent since the "Qualitätsoffensive Lehrerbildung" (Quality Offensive in Teacher Training) and necessarily provoked systematic disputes about the sovereignty of inter-pretation. The article documents the processes of two university locations (Bielefeld and Duisburg-Essen), which have set out to counter unnecessary implementation hurdles of monoparadigmatic one-sidedness by the program of multiparadigmatic teacher educa-tion. We present a heuristic for further theoretical-systematic work on an object-oriented meta-theory formation. Despite the hyper-complexity of the claim of a "coherent theory and practice of multiparadigmatic teacher education," it is supposed to serve as a regula-tive idea. Given the risks of monoparadigmatic constrictions and high transaction costs due to unproductive conflicts over interpretive sovereignty, this seems to be without al-ternative from the perspective of the authors.
Reference:
Multiparadigmatische Lehrerbildung: Produktive Auswege aus dem Paradigmenstreit? (Martin Heinrich, Günther Wolfswinkler, Isabell van Ackeren, Nina Bremm und Lilian Streblow), In Drug Delivery System, Japan Society of Drug Delivery System, volume 111, 2019.
Bibtex Entry:
@Article{ubo_mods_00167924, author = {Heinrich, Martin and Wolfswinkler, G{\"u}nther and van Ackeren, Isabell and Bremm, Nina and Streblow, Lilian}, title = {Multiparadigmatische Lehrerbildung: Produktive Auswege aus dem Paradigmenstreit?}, journal = {Drug Delivery System}, year = {2019}, publisher = {Japan Society of Drug Delivery System}, address = {Kawasaki}, volume = {111}, number = {2}, pages = {243--258}, keywords = {Paradigm dispute; Quality offensive in teacher training; Teacher professionalization; Teacher training}, abstract = {The discourse on common goals of teacher training in Germany has been particular-ly virulent since the ``Qualit{\"a}tsoffensive Lehrerbildung'' (Quality Offensive in Teacher Training) and necessarily provoked systematic disputes about the sovereignty of inter-pretation. The article documents the processes of two university locations (Bielefeld and Duisburg-Essen), which have set out to counter unnecessary implementation hurdles of monoparadigmatic one-sidedness by the program of multiparadigmatic teacher educa-tion. We present a heuristic for further theoretical-systematic work on an object-oriented meta-theory formation. Despite the hyper-complexity of the claim of a ``coherent theory and practice of multiparadigmatic teacher education,'' it is supposed to serve as a regula-tive idea. Given the risks of monoparadigmatic constrictions and high transaction costs due to unproductive conflicts over interpretive sovereignty, this seems to be without al-ternative from the perspective of the authors.}, issn = {1881-2732}, doi = {10.31244/DDS.2019.02.10}, url = {https://doi.org/10.31244/DDS.2019.02.10}, language = {de} }