Pathways to educational change revisited– controversies and advances in the German teacher education system. (November 2020)

• Record Type: Journal Article
• Authors: Straub, Robin; Vilsmaier, Ulli
• Is Part Of: Teaching and teacher education. Volume 96(2020)
• Publication Date: 2020-11
• Subjects: Bottom-up approaches -- Collaborative approaches -- Innovation and transfer -- Teacher education -- Top-down approaches -- Transdisciplinarity; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2020.103140
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: This article contributes to the discourse of innovation and transfer strategies in German teacher education by (1) providing a conceptual analysis of prevalent approaches and (2) introducing a transdisciplinary perspective. The conceptual analysis indicates that top-down and bottom-up approaches lack either transformative momentum or scientific rigor. Collaborative approaches aim to mitigate this dilemma, but remain biased towards unidirectional innovation and transfer processes. In contrast, transdisciplinary approaches advocate for integrative and systemic pathways for educational change, which interlinks research and practice in teaching and teacher education. Illustrating examples from a boundary-crossing research and development project support this perspective. Highlights: Innovation and transfer are imperative for a future-oriented teaching profession. Top-down approaches lack transformative momentum due to insufficient adaptability. Bottom-up approaches lack scientific rigor and scalability. Transdisciplinary collaboration fosters mutual learning and integration. This allows for systemic change in academic teacher education and school practice.