News / Aktuelles
Issue 1/2017: Professionalization for Working at Schools
Teachers’ range of tasks has enormously extended in the context of societal challenges. Against this background, professionalization processes of future teachers and the question of supportive conditions to that are nationwide discussed, arranged, and explored, for example in the context of the “Quality Pact for Teaching”.
Issue 1/2017 focuses on professionalization for working at schools and on (further) professionalization of schools’ educational staff. First, it deals with the biographically important career start. Here, various forms of mentoring are offered, which are presented in an international comparative study. Currently, professionalization with regard to inclusive settings is a particular challenge at schools, last but not least with respect to the actors’ professional self-conception, which is paradoxically provoked by classroom assistants, who are widely not professionally trained. The role irritations are exemplarily analyzed with regard to structural problems and to frictions, which result from different roles in the action co-ordination; this is also discussed with respect to potential training offers. Furthermore, the focus topic deals with the structural framework of further teacher training, with aspects of its didactics, and with selected empirical results regarding characteristics of “effective” further trainings. A historically informed look at the future of the teaching profession concludes the focus topic.
Published in 2016: Supplement 13 of the DDS with the topic
"Qualification for Language Promotion"
The 13th supplement of the DDS deals with programs and projects for the professionalization of schoolteachers and educational staff. It has been emphasized time and again that systematic language facilitation is necessary for all pupils, especially for those who grow up multilingually. It follows, firstly, that we need different concepts, which are adapted to the respective linguistic requirements, and, secondly, that various concepts and programs are required which include all parties involved in the educational process: children and youth, parents, and especially pre-school educational staff, schoolteachers, and those who are teaching this staff.
On the one hand, the articles of this supplement consider programs, which shall ensure that all teachers in all phases of teacher training have to deal with questions of linguistic education, and on the other hand, they present results from various (inter-)national empirical studies, which show how broad the spectre of the issues to be studied is, in order that linguistic education can be implemented in the multilinguistic school at all levels and that all actors will be involved.
Interesting for Educational Scientists: The whole series "Educational Research - Disciplinary Approaches" as Special Collection
With the issue "Educational Research - Disciplinary Approaches", the journal DDS is starting a new series - the so-called "Special Collections". Thereby contributions from the journal regarding special topics shall be jointly published in irregular intervals in order to make them availabale to a public other than the subscribers. The issues are available as e-books or as books on demand.
The first issue of the "Special Collections" comprises the articles which were published from 2011 to 2015 in the series "Educational Research - Disciplinary Approaches".
Empirical educational research is not only issue and field of work of a single discipline, but its embedment is highly interdisciplinary. Educational science, psychology with its subdiscipline educational psychology, and educational sociology are involved, moreover economis of education, educational geography, and also political science, insofar as it deals for example with questions of education political governance. With regard to norm-setting processes, jurisprudence is involved, too. For some time past, neurosciences also raise the claim to make an empirical contribution to educational processes.
In order to facilitate a broad reception of empirical educational research and to introduce it to the administrative and/or political discourse, it is important to know the specific approaches of the discipilines to the issue, as the case may be also their specific limitations, in order to take them duly in consideration. This volume wants to make a contribution to this end.
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