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In der Schule sollen Schüler:innen einen kompetenten Umgang mit digitalen Medien erlernen und so auf eine mündige Teilhabe und Mitwirkung an einer zunehmend digitalisierten Welt vorbereitet werden. Daher ist die Qualifizierung angehender Lehrkräfte im Bereich digitalisierungsbezogener Kompetenzen in allen Phasen der Lehrerbildung von außerordentlicher Bedeutung. Die Professionalisierung von (angehenden) Lehrkräften ist jedoch durch die komplexen gesellschaftlichen Veränderungen der digitalen Transformation vielfältig herausgefordert. Zur Eindämmung der Corona-Pandemie wurden auch Universitäten zeitweise geschlossen und digital durchgeführte Lehrveranstaltungen angeboten. Die Umstellung auf das Lernen im Rahmen synchroner, hybrider und/oder asynchroner Formate stellte für die Mehrzahl der Studierenden ein Novum dar. Dieser Sammelband soll die nationale Befundlage ergänzen und den Fokus auf digitale Bildung im Lehramtsstudium während der Corona-Pandemie legen.

Teachers --- Teaching --- Training of. --- Vocational guidance.

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In this publication national and international researchers working in the field of English as a Foreign Language (EFL) education, applied linguistics and educational sciences are presenting their current research in the area of primary EFL teacher education. The starting point of this collection was the general shift in educational research towards the role of teachers as well as towards facets of the teaching profession and their relative contributions to successful and 'good' education. All contributions to this volume focus primarily on hitherto insufficiently researched aspects of the professional development of primary EFL teachers. This book is thus contributing to closing existing research gaps as well as giving impetus for future studies and increasing communication about research on the professional development of EFL teachers in related disciplines. Aside from an overview of teaching primary EFL in Europe and beyond, the contributors are presenting up-to-date research on policy and practice of primary EFL teacher education, in-service training as well as professional competences and beliefs of primary EFL teachers. Edited by Eva Wilden and Raphaela Porsch, this interdisciplinary book provides contributions from Nora Benitt, Henriette Dausend, Ann-Cathrin Deters-Philipp, Janet Enever, Alicia Jöckel, Johannes König, Angelika Kubanek, Sandra Lammerding, Rama Mathew, Günter Nold, Annamaria Pinter, Thorsten Piske, Shelagh Rixon, Andreas Rohde, Henning Rossa, Bianca Roters, Sarah Strauß and Sarantis Tachtsoglou. Generally, I find Eva Wilden and Raphaela Porsch's 2017 edited anthology a gap-filling collection offering a much-needed contribution to the knowledge of primary EFL teachers' professional development from both a German-specific and international perspective. [...] From this perspective, a large group of audience can benefit from the book, including frontline primary EFL teachers, language teacher educators, language policy makers, school leaders, language teacher researchers, as well as any others who are of great interest in primary EFL teacher research. Therefore, this collection deserves my wholehearted recommendation. - Zhiyuan Wang, in: System 72 (2018), pp. 240f.

Lehrerbildung --- Lehrerprofessionalisierung --- Englischunterricht --- Fremdsprachendidaktik --- Englisch in der Grundschule --- English at primary level --- teacher education --- foreign language teaching --- Schulpädagogik --- Pragmatik

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This edited book is a compilation of research by the members of the Out-of-Field Teaching Across Specialisations (OOF-TAS) Collective, and is the second book by the Collective. It extends from the work begun in the 2019 book, Examining the Phenomenon of "Teaching Out-of-Field" by showcasing the broad range of research agendas and findings relating to this phenomenon internationally. This book provides research and commentary relating to the out-of-field teaching phenomenon in primary, secondary and tertiary education, and across different subjects. It provides snapshots of the effects, causes, measurement, and other characteristics of out-of-field teaching in and across contexts, including states and countries, school types and school levels, subjects and specializations. The different chapters provide commentary at different units of analysis, and focus on: the effects of out-of-field teaching for teachers and their students; the school contexts/cultures that do or do not support them; the leadership practices that assign the teachers to out-of-field subjects; and the systems that create/perpetuate the need for out-of-field teaching assignments. Chapter 15 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com. .

Sociology of education --- Teacher education. Teacher's profession --- Teaching --- Educational sciences --- onderwijspolitiek --- onderwijs --- lerarenopleiding --- lesgeven

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Im Zuge der Covid-19-Pandemie standen Bildungseinrichtungen vor beispiellosen Herausforderungen. Bedingt durch den bundesweiten Lockdown im März 2020 wurden formale Bildungsprozesse in Form des "Homeschooling" an private Lernorte verlagert. Durch den Wegfall des Klassenraums als bewährten Unterrichtsort standen Schulleitungen und Lehrkräfte vor immensen Herausforderungen. Innerhalb kurzer Zeit mussten sie dem Lernen - vor allem über digitale Plattformen - einen neuen Raum geben. Sowohl mit der lockdownbedingten Schließung als auch mit der schrittweisen Wiederöffnung von Kindergärten, Schulen und Hochschulen gehen zahlreiche Aufgaben und Veränderungen einher, die alle Akteure deutlich herausfordern: Bildungsadministration, Schulleitungen, Lehrkräfte, Schülerinnen und Schüler und deren Eltern. Es geht aber nicht nur um die Frage der Organisation von Schule und Unterricht, der Sicherung von Abschlüssen oder der digitalen und technischen Ausstattung von (finanziell benachteiligten oder bildungsfernen) Familien, sondern auch um die Frage, wie der Gesundheitsschutz für Schülerinnen und Schüler sowie Lehrkräfte mit dem Recht auf Bildung und Teilhabe in Einklang zu bringen ist. Ausgehend von einer (mehrebenenanalytischen) Bündelung aktueller empirischer Forschungsarbeiten zur Covid-19-Pandemie intendieren wir, eine sachliche und evidenzbasierte Auseinandersetzung zur Reflexion der Covid-19-Pandemie zu initiieren sowie gegenwärtige Herausforderungen aus einer schulpädagogischen Perspektive zu diskutieren.

Corona-Pandemie --- Schulpädagogik --- Schule --- Lockdown --- Fernunterricht --- digitale Lernangebote --- Blended Learning --- Lehrkräfteprofessionalität --- selbstreguliertes Lernen --- Abitur-Online --- Schul- und Unterrichtswicklung --- Governance --- Schulleitung --- Distanzunterricht --- Präsenzunterricht --- ICT-Beliefs --- Medienkompetenz --- Empirische Bildungsforschung --- Corona --- Covid-19 --- Homeschooling --- Schulschließungen --- Corona, Covid-19; Corona-Pandemie; Schulpädagogik; Schule; Lockdown; Homeschooling, Schulschließungen; Fernunterricht; digitale Lernangebote; Blended Learning; Lehrkräfteprofessionalität; selbstreguliertes Lernen; Abitur-Online; Schul- und Unterrichtswicklung; Governance; Schulleitung; Distanzunterricht; Präsenzunterricht; ICT-Beliefs; Medienkompetenz

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This is the first collection of research studies to explore the potential for mixed methods to shed light on foreign or second language learning by young learners in instructed contexts. It brings together recent studies undertaken in Cameroon, China, Croatia, Ethiopia, France, Germany, Italy, Kenya, Mexico, Slovenia, Spain, Sweden, Tanzania and the UK. Themes include English as an additional language, English as a second or foreign language, French as a modern foreign language, medium of instruction controversies and content and language integrated learning (CLIL). The volume reviews the choice of research methodologies for early language learning research in schools with a particular focus on mixed methods and proposes that in the multidisciplinary context of early language learning this paradigm allows for a more comprehensive understanding of the evidence than other approaches might provide. The collection will be of interest to in-service and trainee teachers of young language learners, graduate students in the field of TESOL and early language learning, teacher educators, researchers and policymakers.

Language acquisition --- Language and languages --- CLIL. --- Early language learning. --- English as a foreign language. --- English as a second language. --- English. --- SLA. --- TESOL. --- bilingualism. --- complexity research. --- language acquisition. --- mixed methods. --- second language acquisition. --- young learners. --- LANGUAGE ARTS & DISCIPLINES / Study & Teaching. --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Interpersonal communication in children --- Psycholinguistics --- Age factors --- Age factors. --- Foreign countries. --- Study and teaching (Elementary) --- Study and teaching (Primary)