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Teacher Education, Sustainability and Development
Internationalisation of teacher training is a major challenge in the 21st century. For universities, university colleges and schools, internationalisation is now more important than ever. This publication considers a variety of perspectives related to internationalisation and explores aspects such as diversity, globalisation, interculturality, multilingualism, political education, and in particular, sustainable development. This publication presents 22 diverse contributions. Nevertheless, the contributions share a common base: They all refer to teacher education, sustainability and challenges of educational interest for the advancement of internationalisation in education.
Contributions to the Development of the Contemporary Paradigm of the Institutional Childhood
Enhancing the quality of children's lives remains a national and international priority. Improving early childhood education was, is and continues to be an important subject in institutions of higher education. This publication presents 32 diverse contributions. Nevertheless, the contributions share a common base: They are all linked to the development of the contemporary paradigm of institutional childhood. Die Verbesserung der Lebensqualitaet von Kindern und Jugendlichen ist auch 2017 ein nationales und internationales Anliegen. Die fruehkindliche Bildung und Erziehung war, ist und bleibt ein wichtiges Thema an Bildungseinrichtungen im Hochschul- und Universitaetswesen. Diese Publikation beinhaltet 32 Beitraege, die bei aller Vielfalt eines gemeinsam haben: Alle nehmen Bezug auf die Entwicklung des gegenwaertigen Paradigmas der institutionellen Kindheit. Lidija VUJICI'C, Faculty of Teacher Education, University of Rijeka, Croatia. Oliver HOLZ, Faculty of Economics and Business, University of Leuven, Belgium. Matjaz DUH, Faculty of Education, University of Maribor, Slovenia. Melissa MICHIELSEN, Faculty of Economics and Business, University of Leuven, Belgium.
International Teachers for Tomorrow's School
Global migration movements are also reflected in classrooms. However, the professional re-entry of migrant teachers with and without a refugee background has been neglected for a long time. This publication, which was developed in the European project "International Teachers for Tomorrow's School" (ITTS), is dedicated to this question. In seven country contributions, the opportunities and challenges of returning to work in Belgium, Germany, Greece, Iceland, Poland, Slovenia and Türkiye are examined – for some of the countries, new ground was broken. It is shown which conditions favour, challenge or prevent a new professional start. In addition, the results of the cross-national ITTS study are presented, in which high satisfaction values are reflected among those teachers who succeeded in re-entering the profession despite many hurdles. Finally, the findings of the project are condensed into a series of hints and recommendations.
Social Responsibility - Methods, Dilemmas and Hopes
Current global economic crises call for social responsibility to replace neo-liberalistic, one-sided and short-term criteria causing monopolies of global enterprises. Humanity's existence is endangered under the threat of global capitalism, unless the positive concept 'everyone's social responsibility impacts everyone in society' becomes the basis of the new socio-economic order. This concept must be realized together with related concepts of 'interdependence' and 'holism,' embodying the principles of accountability, transparency, ethical behavior, and respect for stakeholders--to support the rule of law, international norms, and human rights. Social Responsibility - Social Responsibility - ...
Project Evaluation
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School and Teacher Education 2030. Schule und Lehrer-/innenbildung 2030
The continuous social change and its dynamics also require a corresponding adaptability of the education system. Pluralisation, individualisation and digitisation in our living environments, increased demands and expectations of education, tendencies towards economisation (such as the "measurement and comparison" of education) as well as an increasing ecological awareness lead to changed framework conditions within a field of tension of the most diverse interests that the education system has to face. These and other aspects are examined and discussed in this monography by authors from 9 European countries, from different angles and with different perspectives. Der kontinuierliche, gesellsch...
