The publication series „Teacher Education. Based on Research, Relevance and Responsibility“ comprises fundamental as well as future-oriented subject areas of teacher education (research) from educational sciences, subject didactics and the subjects. The publication is edited by Thorsten Bohl, Nina Beck and Sibylle Meissner. All volumes of this series – currently four other volumes are in progress – are published in the Tübingen University Press (TUP) in Open Access format and are subjected to a peer review process. They are freely available as open-source downloads and can be purchased in bookstores as print versions.
Edited by Martin Harant, Philipp Thomas und Uwe Küchler (2020)
The Open-Access articles of the anthology “Theories! Horizons for Teacher Education” can be freely downloaded as pdf files.
Why do I have to deal with theories, I just want to become a teacher?
The contributions of the volume “Theories! Horizons for Teacher Education” offer an answer to this question. One the one hand, our society needs the discussion about the overall orientation of its educational goals and the reference disciplines of the school subjects. In a time of political, societal and cultural upheaval in the field of education, the need for an orienting reflection is becoming increasingly important. Theoretical discourses are where this self-orientation takes place. Subsequently, teaching students must be enabled to think from multiple perspectives, which they can learn best by engaging with theories.
The individual contributions of the volume show what theories make newly visible and on the other hand, what they close off when received in a one-sided or totalizing way. After all, theories have a genuinely heuristic power, theories make visible, they open doors, they let us understand something anew. Accordingly, the contributions of the volume ask: where can we find, whether in educational science or in subject didactics, examples of aha-experiences or an awareness of greater contexts that only become possible through theoretical penetration? What do we see anew in the world, in our life and as a phenomenon, when we have understood a theory?
The over 500-page anthology „Theories! Horizons for Teacher Education” brings together central and meaningful theoretical approaches for teacher education from the various disciplines of educational science and 18 different subject didactics. The critical and reflective engagement with theories is an important competence for prospective teachers. That this is not only true of subject traditions, but also of the whole variety of educational sciences and additionally for all subject didactics, becomes clear in the joint publication.