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2013Zeitschriftenartikel DOI: 10.18452/24615
Geographielehrerinnen und -lehrer im Spannungsfeld zwischen erworbenen und geforderten Kompetenzen
dc.contributor.authorHof, Sandra
dc.contributor.authorHennemann, Stefan
dc.date.accessioned2022-06-08T08:02:07Z
dc.date.available2022-06-08T08:02:07Z
dc.date.issued2013none
dc.identifier.urihttp://edoc.hu-berlin.de/18452/25408
dc.description.abstractTeacher training is increasingly becoming a subject of debate in Germany. Unlike in most other countries, the German system consists of two consecutive phases. In the first phase, the teacher-to-be acquires knowledge and skills at a university. This training includes general subject-specific content (e.g. geomorphology, economic geography) and general skills (e.g. statistics), which are not primarily condensed for school education purposes. To a lesser extent, teaching-specific geography skills are also taught (e.g. media, teaching strategies). The subsequent teacher trainee phase takes place in schools, with a part-time pedagogical training segment („Studienseminar”). This aims to add practical teaching skills to the trainees’ expertise. This two-stage education offers unique possibilities to assess distinctively the competences acquired and relate them to the required competences in the day-to-day work of teachers in schools. We draw on an empirical study that was conducted in summer 2011 in Germany which covered 179 randomly recruited teachers. The results suggest a considerable mismatch between acquired and required competences. While the first stage mainly provides theoretical knowledge barely used in school classes directly, it lacks sound pedagogical skills useful for transferring knowledge to the students. This lack of pedagogical skills cannot be compensated for by the subsequent practical training, leaving a gap in the highly relevant ability to learn how to teach complex content.eng
dc.language.isogernone
dc.publisherHumboldt-Universität zu Berlin
dc.rights(CC BY-NC-ND 4.0) Attribution-NonCommercial-NoDerivatives 4.0 Internationalger
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectTeacher trainingeng
dc.subjectteaching competenceseng
dc.subjectgeography educationeng
dc.subjecttheoretical knowledgeeng
dc.subjectpedagogical skillseng
dc.subject.ddc370 Bildung und Erziehungnone
dc.subject.ddc550 Geowissenschaftennone
dc.titleGeographielehrerinnen und -lehrer im Spannungsfeld zwischen erworbenen und geforderten Kompetenzennone
dc.typearticle
dc.subtitleEine empirische Studie zur zweiphasigen Lehramtsausbildungnone
dc.title.translatedGeography Teachers in Germany: An Empirical Study about Acquired and Required Competenceseng
dc.identifier.urnurn:nbn:de:kobv:11-110-18452/25408-7
dc.identifier.doihttp://dx.doi.org/10.18452/24615
local.edoc.container-titleZeitschrift für Geographiedidaktiknone
local.edoc.container-creatorPéter Bagoly-Simónone
local.edoc.pages25none
local.edoc.type-nameZeitschriftenartikel
local.edoc.container-typeperiodical
local.edoc.container-type-nameZeitschrift
local.edoc.container-publisher-placeBerlinnone
local.edoc.container-volume41none
local.edoc.container-issue2none
local.edoc.container-firstpage57none
local.edoc.container-lastpage80none
local.edoc.container-erstkatid2976413-0
dc.identifier.eissn2698-6752

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