Gemeinsam den Geographieunterricht der Zukunft andenken. Ein idealtypisches Modell für eine komptenzorientierte Lehrerbildung in der Geographiedidaktik

Autor/innen

  • Michael Hemmer
  • Rainer Uphues

DOI:

https://doi.org/10.18452/25268

Schlagworte:

teacher training, skills, didactical theory, higher education, reflexive learning, learning progression

Abstract

The reform of teacher training within the Bologna process provides the opportunity to rethink the geographic-didactical education of German universities. Based on central didactical documents (e.g. standards for teacher training from the ministry of education) and empiric knowledge approaches of a renewed training concept for geography didactics are developed. Following, these approaches are presented within an ideal model of a competence-orientated teacher training. The model consists of 5 steps of progression. For each step the aimed competence focus and different forms of competence diagnostics are described. Furthermore all steps are illustrated with innovative examples.

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Veröffentlicht

31. März 2011

Zitationsvorschlag

Hemmer, M., & Uphues, R. (2011). Gemeinsam den Geographieunterricht der Zukunft andenken. Ein idealtypisches Modell für eine komptenzorientierte Lehrerbildung in der Geographiedidaktik. Zeitschrift für Geographiedidaktik (ZGD), 39(1), 25–44. https://doi.org/10.18452/25268

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