Multiparadigmatic teacher training productive ways out of the paradigm dispute? Multiparadigmatische lehrerbildung produktive auswege aus dem paradigmenstreit?
Heinrich M, Wolfswinkler G, Van Ackeren I, Bremm N, Streblow L (2019)
Publication Type: Journal article
Publication year: 2019
Journal
Book Volume: 111
Pages Range: 243-258
Journal Issue: 2
Abstract
The discourse on common goals of teacher training in Germany has been particular-ly virulent since the “Qualitätsoffensive Lehrerbildung” (Quality Offensive in Teacher Training) and necessarily provoked systematic disputes about the sovereignty of inter-pretation. The article documents the processes of two university locations (Bielefeld and Duisburg-Essen), which have set out to counter unnecessary implementation hurdles of monoparadigmatic one-sidedness by the program of multiparadigmatic teacher educa-tion. We present a heuristic for further theoretical-systematic work on an object-oriented meta-theory formation. Despite the hyper-complexity of the claim of a “coherent theory and practice of multiparadigmatic teacher education,” it is supposed to serve as a regula-tive idea. Given the risks of monoparadigmatic constrictions and high transaction costs due to unproductive conflicts over interpretive sovereignty, this seems to be without al-ternative from the perspective of the authors.
Involved external institutions
Germany (DE)How to cite
APA:
Heinrich, M., Wolfswinkler, G., Van Ackeren, I., Bremm, N., & Streblow, L. (2019). Multiparadigmatic teacher training productive ways out of the paradigm dispute? Multiparadigmatische lehrerbildung produktive auswege aus dem paradigmenstreit? Drug Delivery System, 111(2), 243-258. https://doi.org/10.31244/DDS.2019.02.10
MLA:
Heinrich, Martin, et al. "Multiparadigmatic teacher training productive ways out of the paradigm dispute? Multiparadigmatische lehrerbildung produktive auswege aus dem paradigmenstreit?" Drug Delivery System 111.2 (2019): 243-258.
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