000			02149nam a22002297a 4500
001			2654
003			OSt
005			20250225202609.0
008			250218b gw ||||| |||| 00| 0 ger d
020			_a9783847100874
040			_cDE-MUS-47615
100			_aPopp, Susanne/Sauer, Michael/Alavi, Bettina/Demantowsky, Marko/Kenkmann, Alfons (Herausgeber) _92252
245			_aZur Professionalisierung von Geschichtslehrerinnen und Geschichtslehrern : nationale und internationale Perspektiven / Susanne Popp ... (Hg.)
260			_aGöttingen _bV&R Unipress _c2013
300			_a416 S. : Ill. ; 25 cm
490			_aBeihefte zur Zeitschrift für Geschichtsdidaktik _v5
500			_aLittle or no attention has been paid to the professionalising of history teachers so far. Professionalization has never been in the focus of history didactics neither from a historic nor a contemporary perspective. Taken into account the latest developments and discussions, for which “PISA” and “Bologna” stand as catchwords, it is obvious, though, that there is a need for extended research. Therefore, the inquiry into questions concerning the area of competences – especially their training and development – is essential. It is equally important to look into the specific functions of all separate phases of the qualification process. Additionally, the classic problem of the practical relevance of contents in the first phase of teacher training must be of concern as well as the role of academic and theoretical disciplines in teacher training programmes in general. These questions are attended to in five main sections. It is also dealt with historical and contemporary images of the so-called “good teacher”, the professional socialization of history teachers, the structures of education programmes for history teachers after “Bologna”, specific ways of educating history teachers at university as well as a comparative survey of different European countries.
653			_aGeschichtsdidaktik; Geschichte; Geschichtslehrer
856			_3Inhaltsverzeichnis _uhttps://d-nb.info/1027822134/04
942			_2z _cJAHRBÜCHER _n0
999			_c2654 _d2654