Konzepte der Politischen Bildung und ihre Umsetzungen im Geographieunterricht – Ergebnisse eines deutsch-nieder ländischen Austauschseminars für Lehramtsstudierende

Budke, Alexandra; Krause, Ulla; Maier, Veit; Reumont, F van; Béneker, Tine

doi:10.1553/gw-unterricht146s32

Cited by 5 publications

(8 citation statements)

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“…The exchange itself was helpful as it gave the student teachers more insight into their own educational practice, which is one of the aims of a comparison [112] (p. 18) and confirms earlier results [103]. The German student teachers realised that their attention for content-related issues can be explained partly by a relative lack of teaching experience and a deeper focus on subject-specific education during their studies when compared with the Dutch student teachers.…”

Section: Discussionsupporting

confidence: 77%

“…This is particularly true for student teachers, who have just begun to develop their subject didactical and pedagogical expertise [99,100]. However, we know that linking theory and practice in teacher education can foster meaningful learning and enhance deliberate practice [100][101][102], and that exchanges of student teachers from different contexts in terms of curriculum have a positive impact on student teachers' professional development [103].…”

Section: Research Questionmentioning

confidence: 99%

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Understanding of Developing and Setting Tasks in Geography Lessons by German and Dutch Student Teachers

2021

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Setting tasks plays a key role in geography lessons, as they enable students to engage with the subject content, guide lessons towards predefined learning outcomes, and are therefore important for assessment. At the same time, the use of tasks is complex as numerous aspects regarding the content and the students have to be taken into account. Based on theoretical and empirical literature, we identify seven quality criteria for tasks in geography education: motivating and engaging students; addressing the heterogeneity of students; structuring learning processes; comprehensible formulation; considering individual and social learning processes; making meaningful use of materials; and fostering the development of subject specific competences. These criteria were applied in observation of lessons, which were given during an exchange between student geography teachers from a Dutch and German university. Overall, it was found that student teachers recognize the defined quality criteria, but half of them focus on only one or two aspects. The difficulties student teachers face in task setting during their traineeship can partly be explained by their phase of apprenticeship and the context. The developed observation form was considered to be valuable for preparation and observation of and reflection on tasks in geography lessons, and the exchange enabled student teachers to gain an insight into their own teaching practice.

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Section: Discussionsupporting

confidence: 77%

Section: Research Questionmentioning

confidence: 99%

Understanding of Developing and Setting Tasks in Geography Lessons by German and Dutch Student Teachers

2021

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“…Auch wenn systematisierte Konzepte für eine rassismuskritische Professionalisierung in der Digitalität in der geographiedidaktischen Forschung noch ausstehen, existieren bereits Ansätze, die zur Spezifizierung einzelner Dimensionen in der geographischen Bildungspraxis herangezogen werden können. Budke et al (2018) zeigen in einem fächerübergreifenden Projekt auf, anhand welcher inhaltlichen Aspekte Rassismus im Seminarkontext reflektiert werden kann: "Kolonialismus als Basis des heutigen Rassismus", "Negative Stereotype als Teil rassistischen Denkens", "Ungleiche Machtverteilung als Grundlage von Rassismus" und "Räumliche Dimensionen von Rassismus". Dies bietet eine geeignete Grundlage das für die Differenz-und Dominanzsensibilität notwendige "materiale […] Wissen" (Geier 2016: 190) Geographieunterricht (vgl.…”

Section: Rassismuskritik Und Digitalität In Geographischen Bildungsko...unclassified

Rassismus & Soziale Medien: Dimensionen kritisch-reflexiver Professionalisierung von Geographielehrkräften in der digitalen Migrationsgesellschaft

Chihab¹,

Kanwischer²

2023

gwu

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In einer von Rassismus geprägten Migrationsgesellschaft stellen soziale Medien zentrale Bildungs-und Subjektivierungsangebote dar. Dies erfordert Bildungskonzepte, die eine Lehrkräfteprofessionalisierung im Schnittfeld von Digitalität und Rassismus ermöglichen. Hierfür werden in einer Analyse Differenz-und Dominanzsensibilität, Kontingenzsensibilität, Reflexivität und kritikbasierte Handlung als Kerndimensionen einer rassismuskritischen Professionalität in der Digitalität identifiziert und im Kontext geographischer Bildungsansätze diskutiert.

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“…At the conceptual level, this study pursues an interdisciplinary synthesis with elements of geographical developmental research, geographical education research, and sociology of education research. The theoretical framework for transformative pedagogic practice links concepts of Basil Bernstein's Sociological Theory of Education (1975Education ( -1990, Paolo Freire's Critical Pedagogy (1996), and the didactic v approach of argumentation skill development (Budke 2010(Budke , 2012. This conceptual approach offers an integrative multi-level analysis, which reflects the status quo of pedagogic relations and shows opportunities to prepare and encourage students to become vanguards for social and environmental transformation.…”

Section: Prefacementioning

confidence: 99%

Transformative Pedagogic Practice

Leder

2018

Education for Sustainability

119

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While the Decade of Education for Sustainable Development (DESD) (2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014) has been completed, the status and advocacy of Education for Sustainable Development (ESD) remains prominent. The United Nations (UN) goals of Education for All (EFA) and the Millennium Development Goals (MDGs 2000(MDGs -2015 were complementary and provided a rationale for the importance of environmental education (EE) and Education for Sustainable Development (ESD). The United Nations Educational, Scientific and Cultural Organization's (UNESCO) Muscat Agreement in 2014 advocated seven global education targets, one of which was to cultivate skills for global citizenship and environmental sustainability. As part of the UN Sustainable Development Goals (SDGs 2015(SDGs -2030 and as echoed by the Aichi-Nagoya Declaration on Education for Sustainable Development, education is embedded in goals which pertain to biodiversity, sustainable consumption and production, and climate change. Supporting these goals, there is a call for research and development as well as coordinated actions with an emphasis on the principles of human rights, gender equality, democracy, and social justice. There is also a call for attention to the importance and relevance of traditional knowledge and indigenous wisdom in various geographical, socio-cultural, and educational contexts.With this background, and in light of UNESCO's Education 2030 Agenda (2017), this Education for Sustainability Book Series has been launched. Its purpose is to echo and enhance the global importance of education for a sustainable future as an educational vision. The series provides insights on a broad range of issues related to the intersection of, and interaction between, sustainability and education. The series showcases updated and innovative practice, discusses salient theoretical topics, and uses cases as examples.The Series adopts international, environmental education, and lifelong learning perspectives and explores connections with the agenda of education for sustainability and of Education for Sustainable Development. The intended audience includes university academics in educational studies, environmental education, geographical education, science education, curriculum studies, comparative education, educational leadership, and teacher education; the staff of international agencies with responsibilities for education; and school teachers in primary and secondary schools.Supported by the expertise of a distinguished and diverse International Advisory Board, this series features authoritative and comprehensive global coverage, as well as diversified local, regional, national, and transnational perspectives. As a complement to the Schooling for Sustainable Development Book Series, it explores issues that go beyond primary and secondary schooling into university, vocational, and community education settings. These educational issues involve multiple stakeholders ranging from international agencies, governmental and non-governmental org...

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Konzepte der Politischen Bildung und ihre Umsetzungen im Geographieunterricht – Ergebnisse eines deutsch-nieder ländischen Austauschseminars für Lehramtsstudierende

Cited by 5 publications

References 0 publications

Understanding of Developing and Setting Tasks in Geography Lessons by German and Dutch Student Teachers

Understanding of Developing and Setting Tasks in Geography Lessons by German and Dutch Student Teachers

Rassismus & Soziale Medien: Dimensionen kritisch-reflexiver Professionalisierung von Geographielehrkräften in der digitalen Migrationsgesellschaft

Transformative Pedagogic Practice

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