Sollte das der große Wurf gewesen sein? Anmerkungen zur Lehrerbildung in Schweden.

Autor/in	Mende, Klaus-Dieter
Titel	Sollte das der große Wurf gewesen sein? Anmerkungen zur Lehrerbildung in Schweden.
Quelle	In: Tertium comparationis, 6 (2000) 2, S. 136-150Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 16
Sprache	deutsch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0947-9732
URN	urn:nbn:de:0111-opus-29005
Schlagwörter	Allgemeinbildung; Grundschule; Sekundarschule; Lehrer; Lehrerausbildung; Fachdidaktik; Geschichte (Histor); Ausbildungsstätte; Reform; Schweden
Abstract	In October 2000 a political decision to reform teacher education in Sweden has been taken by the national parliament. In its final part, this article describes the main ideas of the new teacher education. The reform is regarded to be the last step within the current changes in Swedish education, started in the beginning of the 1990s. School has been decentralised, and curricula have been changed from content orientation to goal and result orientation. Thus the new teacher education is dedicated to match the new situation in school and adult education. The core structural elements lead to a more common education, more emphasise is given to professionalism. All teacher students will have to study in three different areas: The "General Education" (60 weeks of studies) ... The "Studies in Subject Areas" will allow not only to study traditional school subjects but also to study more complex content or problem areas regarded to be important in school. The "Studies with Specialisation" will enable future teachers to deepen or to broaden their studies according to individual preferences. The whole system will offer a great flexibility in choice ... The author also presents some brief description of teacher education in Sweden since it started in the 1840s. ... The article gives some evidence of the development in educating teachers and describes more detailed how teacher education has been running during the last decade. It becomes obvious that the actual teacher education is differentiated into very many programmes, isolated from each other, leading to a professional competence in a very limited part of the educational system. But several investigations doubt whether this works successfully. Therefore a broad consensus inside the country could be activated to push forward the preparations for a new teacher education. Nevertheless the controversial debate on the new rules for teacher education has started, although they are not yet in force. (DIPF/orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2002_(CD)