Bildungswissenschaften und akademisches Selbstverständnis in einer globalisierten Welt- Education and Academic Self-Concept in the Globalized World
Edited By Gerd-Bodo von Carlsburg and Thomas Vogel
This volume presents a series of contributions from the XIX. International Scientific Conference on The Reform of Education and Teacher’s Training on the topic Educational Sciences in Search of Global Identity which was conceived and organized by the Ministry of Education and Science of the Republic of Lithuania, Lithuanian University of Educational Sciences and Heidelberg University of Education (Germany). Main topics of the conference were educational quality standards of Higher and Secondary Education. This kind of quality management relies on the acquisition of interactive competence in socialization and the educational sector. The development of these basic skills is prerequisite for achieving an identity in order to meet the challenges of our society in the coming decade.
Towards global identities: internationalization of teacher training at the Heidelberg University of Education
Henrike Schön, Anne Sliwka
The article offers an insight into the complex problem area of strategic internationalization of teacher education as exemplified by the experience of the Heidelberg University of Education. This paper discusses three major issues: the state of the debate regarding internationalization, the obstacles and difficulties which counteract that implementation as well as the major forces driving it’s implementation. This discussion highlights the difficult relationship between the demands of globalization and diversity in school life on the one hand and the yet to be established curricula for the internationalization of teacher training as a criteria of quality on the other hand. Finally, several aspects of the internationalization strategy of the Heidelberg University of Education are presented, from which the authors expect major advances in the training of teachers. The goal of teacher education must strive to sensitize teachers in the 21st century to adopt” global identities” and empower them to become cross-culturally competent to communicate and to act.
The fundamental question of global identities in the 21st century asks what personality traits and skills are implied by this term. The definition of such traits and skills will have consequences in the context of university and school education and will require the internationalization of teacher education. In the second decade of the 21st century nothing less than training with an international focus can be organized for the training of young teachers. University faculty must address the...