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    Professionalisierung in der Studieneingangsphase der Lehrer:innenbildung

    Theoretische Perspektiven und empirische Befunde

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    Contributor(s)
    Kowalski, Marlene (editor)
    Leuthold-Wergin, Anca (editor)
    Fabel-Lamla, Melanie (editor)
    Frei, Peter (editor)
    Uhlig, Bettina (editor)
    Language
    German
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    Abstract
    This anthology brings together empirical and theoretical contributions on the question of the possibilities, limits and paradoxes of the professionalisation of student teachers at the beginning of their studies. Both educational science and didactic perspectives are taken into account. The contributions focus on the logic of implementation in interactions as well as on the orientations of students and various actors in teacher training and show the multifaceted and complex process of socialisation into teacher training.
     
    Der Sammelband bündelt empirische und theoretische Beiträge zur Frage nach Möglichkeiten, Grenzen und Paradoxien der Professionalisierung von Lehramtsstudierenden am Beginn ihres Studiums. Hierbei finden sowohl erziehungswissenschaftliche als auch fachdidaktische Perspektiven Berücksichtigung. Die Beiträge fokussieren auf Vollzugslogiken in Interaktionen sowie auf Orientierungen von Studierenden und verschiedenen Akteur:innen der Lehrer:innenbildung und zeigen das facettenreiche und komplexe Geschehen der Einsozialisation in das Lehramtsstudium auf.
     
    URI
    https://library.oapen.org/handle/20.500.12657/86236
    Keywords
    Professionsforschung; Lehrerbildung; Professionalisierung; Lehramtsstudium; Lehrerausbildung; Studieneingangsphase; Praxisphase; Studierendenhabitus
    DOI
    10.35468/6051
    ISBN
    9783781526082, 9783781560512
    Publisher
    Verlag Julius Klinkhardt
    Publication date and place
    Bad Heilbrunn, 2024
    Series
    Studien zur Professionsforschung und Lehrer:innenbildung,
    Pages
    290
    Rights
    https://creativecommons.org/licenses/by-nc-nd/4.0/
    • Imported or submitted locally

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    License

    • If not noted otherwise all contents are available under Attribution 4.0 International (CC BY 4.0)

    Credits

    • logo EU
    • This project received funding from the European Union's Horizon 2020 research and innovation programme under grant agreement No 683680, 810640, 871069 and 964352.

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