Pathways to educational change revisited– controversies and advances in the German teacher education system |
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| Affiliation: | 1. Leuphana University Lüneburg, Center for Teacher Education, Universitätsallee 1, 21335, Lüneburg, Germany;2. Leuphana University Lüneburg, Institute of Philosophy and Sciences of Art and Methodology Center, Universitätsallee 1, 21335, Lüneburg, Germany;1. Leuphana University Lüneburg, Center for Teacher Education, Universitätsallee 1, 21335, Lüneburg, Germany;2. Leuphana University Lüneburg, Institute of Philosophy and Sciences of Art and Methodology Center, Universitätsallee 1, 21335, Lüneburg, Germany |
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| 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. |
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| Keywords: | Bottom-up approaches Collaborative approaches Innovation and transfer Teacher education Top-down approaches Transdisciplinarity |
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