Policy Implications of PISA in Germany. The Case of Teacher Education.

Autor/inn/en	Sälzer, Christine; Prenzel, Manfred
Titel	Policy Implications of PISA in Germany. The Case of Teacher Education.
Quelle	Aus: Volante, Louis (Hrsg.): The PISA Effect on Global Educational Governance. 1st ed. New York: Routledge (2017) S. 109-125 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Routledge Research in Education Policy and Politics
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-1-13-821741-6; 978-1-315-44052-1
Schlagwörter	Bildungspraxis; Lehrer; Lehrerausbildung; Unterrichtsqualität; Bildungsprogramm; Politik; Qualitätssteigerung; Professionalisierung; Implikation; Modell; Professionalität; Qualitätsentwicklung; Verbesserung; PISA (Programme for International Student Assessment); SINUS (Steigerung der Effizienz des mathematisch-naturwissenschaftlichen Unterrichts); Deutschland
Abstract	Having concluded its sixth round, PISA is still the most prominent educational study in Germany. PISA attracts special attention since several educational programs and initiatives have been started after the first cycle, which had yielded unsatisfying results. This chapter focuses on professional teacher education as an example of such nationwide measures aiming at improving the quality of teaching and of schools. Two instances for the leverage point "quality of teaching" are presented: (1) the SINUS project initiated to improve teaching and learning in mathematics and science as a program for professional development, and (2) changes in the organization of initial teacher training with the implementation of professional schools of education. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/2