1,721,171 research outputs found
Erste Ergebnisse der Studie „Entwicklung Lehramtsstudierender im Kontext institutioneller Rahmenbedingungen“ (ELKiR)
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Meta-reflexivity and teacher professionalism : facilitating multi-paradigmatic teacher education to achieve a future-proof profession
Full text linkThe present work discusses the relevance of meta-reflexivity, both for the professionalization of the teaching profession and for teacher education. Meta-reflexivity is based on the multiparadigmatic system of teacher education, which finds itself grounded in diverse scientific disciplines. The approach takes uncertainty as an essential element characterizing the act of teaching. Inherent rationales of specific theories and empirical findings are made explicit, thus creating a referential framework for situation-specific interpretations and professional action. Based on a theoretical reconstruction, we propose meta-reflexivity as an essential element of pedagogic practice and, consequently, teacher professionalism. Such professionalism is characterized by teachers being able to undertake exemplary-typifying interpretations of situations, based on a deep understanding of multiple approaches. While assessing specific situations in school, a teacher can refer to these interpretations. Possible principles of a meta-reflexive teacher education are proposed that can potentially enrich the practice of teacher education for a future-proof profession
Erste Ergebnisse der Studie „Entwicklung Lehramtsstudierender im Kontext institutioneller Rahmenbedingungen“ (ELKiR)
No full text
Teachers as educational change agents for children’s rights: implications and challenges for meta-reflexive teacher education
No full textThe UN Convention on the Rights of the Child (UN CRC) highlights children’s educational rights in Articles 28 and 29. Article 28 mandates universal access, while Article 29 emphasises education’s role in fostering respect for human rights, culture, and the environment. However, many states’ educational policies do not fully reflect these principles. Teacher agency is vital, as educators act as state agents, shaping student outcomes and embodying the UN CRC’s objectives. To implement these rights, teachers must balance competing educational goals and fully understand their roles. The concept of meta-reflexivity in teacher education is proposed to enhance teachers’ ability to adapt and reflect on complex situations, enabling them to uphold children’s rights. First, the meta-reflexive principles of teacher education are presented. The systematic professionalisation of teachers is a general concern in teacher education, and we use this as a framework to explore how Article 29 can be applied as an exemplary case for meta-reflexivity. The role of teachers in relation to the educational objectives mentioned in Article 29 is then reflected upon with the help of relevant research literature on children’s rights. Th e analysis results in a theoretical typology of teachers. Th e conclusion stresses the importance of preparing teachers to embody these roles and fulfil the UN CRC’s vision, underscoring that achieving these goals requires a collective effort, as no single teacher can achieve them in isolation
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