A comparison of primary school teacher education programmes. University of Greifswald (Germany) and University of Michigan-Flint (USA).

Autor/inn/en	Bakenhus, Silke; Donovan, Jeramy
Titel	A comparison of primary school teacher education programmes. University of Greifswald (Germany) and University of Michigan-Flint (USA).
Quelle	Aus: Schlesier, Juliane (Hrsg.); Frey, Anne (Hrsg.); Hoya, Fabian (Hrsg.); Parade, Ralf (Hrsg.); Rank, Astrid (Hrsg.): Foundations of learning. Unveiling the mosaic of primary education systems worldwide. Bad Heilbrunn: Verlag Julius Klinkhardt (2026) S. 422-447 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Reihe	Grundschule International / Primary Education International
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-7815-2777-5; 978-3-7815-6239-4
DOI	10.25656/01:35808 10.35468/6239-16
URN	urn:nbn:de:0111-pedocs-358081
Schlagwörter	Grundschule; Grundschulpädagogik; Primarbereich; Lehramtsstudiengang; Lehrerbildung; Internationaler Vergleich; Deutschland; USA
Abstract	This article presents a comparative analysis of primary school teacher education programmes at the University of Greifswald (Germany) and the University of Michigan-Flint (USA). The German model is shaped by centralised regulations and a nationally standardised system, whereas the U.S. approach is characterised by decentralisation and institutional autonomy. The comparison examines both structural differences and the respective strengths and limitations of each system. Key areas of focus include the integration of theory and practice, admission criteria, programme duration, and the design of practical training components. The overarching aim is to identify opportunities for cross-national learning that can inform the continued development of teacher education in both contexts. By providing a concise overview of two contrasting models, the article contributes to the international discourse on enhancing the quality and effectiveness of teacher training programmes. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/4