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Virtual exchanges can be seen as a powerful tool in fostering digital- pedagogical, intercultural, and foreign language competences in teacher education. Since the Covid-19 pandemic in 2020, virtual exchanges in teacher education have gained increasing attention both in research and practice. Despite a growing number of publications and various fields and themes covered by research and reports, few publications are concerned with connecting and systematising the discourse on virtual exchanges between 2020-2023. This paper, thus, aims to offer a comprehensive overview of how virtual exchanges are employed in teacher education by adopting a scoping study approach and examining research papers published in this period of time. Our findings cover the planning, implementation, and evaluation of virtual exchanges, as well as some overarching recommendations for improving the delivery of virtual exchanges in teacher education as they are provided in the research papers. Virtual exchanges in teacher education are a multifaceted field since it has multiple aims, usages, and impacts, which largely depend on the (mostly voluntary) work of teacher educators, the institutional framework within which the exchanges take place, and student teachers' motivation to participate. The future of virtual exchanges in teacher education would benefit by opening up beyond foreign language teacher education and combining small-scale with large-scale studies to better inform research and practice.

Moral theologians, defense analysts, conflict scholars, and nuclear experts imagine a world free from nuclear weapons At a 2017 Vatican conference, Pope Francis condemned nuclear weapons. This volume, issued after the 60th anniversary of the Cuban Missile Crisis, presents essays from moral theologians, defense analysts, conflict transformation scholars, and nuclear arms control experts, with testimonies from witnesses. It is a companion volume to A World Free from Nuclear Weapons: The Vatican Conference on Disarmament (Georgetown University Press, 2020). Chapters from the perspectives of missile personnel and the military chain of command, industrialists and legislators, and citizen activists show how we might achieve a nuclear-free world. Key to this transition is the important role of public education and the mobilization of lay movements to raise awareness and effect change. This essential collection prepares military professionals, policymakers, everyday citizens, and the pastoral workers who guide them, to make decisions that will lead us to disarmament.

Long description: Stetig hohe Studienabbruchquoten in den MINT-Fächern an deutschen Hochschulen, welche auch aus geringem Kurserfolg in einführenden Laborpraktika resultieren könnten, und die wachsende Kritik an der Qualität und Wirksamkeit ebendieser machen eine eingehende Betrachtung von Laborpraktika notwendig. Diese Studie untersuchte die Lernziele des Laborpraktikums Allgemeine Chemie für Lehramtsstudierende im ersten Semester sowie Faktoren für den Kurserfolg, um daraus Aussagen über den Stellenwert von Laborpraktika in der universitären Bildung, insbesondere für langfristigen Studienerfolg, abzuleiten. Dazu wurde ein theoretisches Modell zu Grunde gelegt, welches das Vorwissen der Studierenden und die Lernzielpassung zwischen Studierenden und Lehrenden als zwei entscheidende Faktoren für Kurserfolg berücksichtigt. Constantly high student dropout rates in STEM subjects at German universities, which could be the result of low course success in introductory laboratory courses among other things and increasing criticism about their quality and effectiveness necessitate these laboratory courses to be examined thoroughly. This study investigated the learning goals of the General Chemistry laboratory course for first-year students in teacher training and factors for course success in order to make statements about the significance of laboratory courses for university education, particularly for long-term study success. For this purpose, a theoretical model that assumes the students ' prior knowledge and learning goal alignment between students and their lab instructors to be two defining factors for lab course success was used as a framework.

The demand in the workplace is rapidly changing brought about by the educational reforms and the emergence of disruptive technology. The changes increase the importance of employability skills and literacy that would ensure career success and degree program relevance. On this premise, a study was carried out using a scoping review to examine the existing literature that published information related to employability skills of Teacher Education graduates in the Philippines. The review covered fifteen published articles that qualified in inclusion and exclusion criteria. Results revealed the top employable skills which include communication; information and communication technology; problem-solving and critical thinking; collaboration, cooperation, and teamwork; research; and leadership. This study offers these skills as a framework in the curriculum enhancement of teacher education programs. It was recommended to Teacher Education Institutions to revisit their curriculum and find out if these competencies were given considerable emphasis in instruction. The partially employable skills of graduates from teacher education programs imply the furtherance of the inquiry to confirm if these skills are employable or not. Future tracer studies may take the lens of the framework in evaluating the responsiveness of the curriculum.

Long description: Lernen im Tandem heißt voneinander und miteinander lernen. Beide Seiten profitieren von den Kenntnissen, Fertigkeiten und Erfahrungen des anderen. Tandems zum Sprachenlernen sind weit verbreitet. Peggy Germer zeigt nun, dass das Konzept auch bestens in der Lehrerbildung funktioniert. Das Ziel der von ihr begleiteten Tandems ist die Professionalisierung von Lehrkräften für Russisch in der Sekundarstufe. Erfahrene Lehrkräfte aus Kasachstan, Litauen, Russland und der Ukraine treffen im Schulpraktikum auf Lehramtsstudierende. Vom gemeinsamen Lernen profitieren alle: Die Studierenden sammeln erste Praxiserfahrungen, die Lehrkräfte erleben Kompetenzzuwachs und Anerkennung ihrer Berufserfahrung im deutschen Schulsystem. In den Tandems lernen sie gemeinsam, wie man Fremdsprachenunterricht plant und evaluiert. Peggy Germer untersucht in ihrer Studie die Lernprozesse in diesen Tandems. Ein besonderer Fokus liegt dabei auf lehrersprachlichen Äußerungen zur Moderation des Unterrichts. Biographical note: Peggy Germer, Dr. phil., ist ausgebildete Lehrerin für Russisch, Deutsch als Zweitsprache, Geografie und Gemeinschaftskunde/Rechtskunde/Wirtschaft. Sie ist am Zentrum für Lehrerbildung, Schul- und Berufsbildungsforschung der Technischen Universität Dresden tätig. Am Dresdner Institut für Slavistik promovierte sie im Bereich der Slavischen Sprachwissenschaft.

Allgemein wird angenommen, dass Absolvent*innen eines Lehramtsstudiums einem vorgezeichneten beruflichen Weg - über den Vorbereitungsdienst in den Lehrkräfteberuf - folgen. Gleichwohl gibt es auch Lehramtsabsolvent*innen, die alternative Wege einschlagen. Der Beitrag thematisiert dieses bisher kaum beachtete Phänomen: Auf Basis der Daten des Nationalen Bildungspanels wird der post-hochschulische berufliche Verbleib von Lehramtsabsolvent*innen anhand bivariater Verfahren inferenzstatistisch untersucht. Die Mehrheit der Absolvent*innen folgt dem traditionellen Verlaufsmuster (79%), zugleich geht aber ein nicht unerheblicher Anteil alternative berufliche Wege und nimmt eine Tätigkeit außerhalb des Lehramts (11%), eine akademische Karriere (5%) oder den Lehrkräfteberuf ohne Vorbereitungsdienst auf (5%). Dabei unterscheiden sich die Absolvent*innen je nach Verbleib hinsichtlich soziodemographischer, leistungsbezogener und ausbildungsbezogener Merkmale. (DIPF/Orig.) Prospective teachers usually follow a predefined career path: After initial teacher training at university they pass a compulsory internship in schools (so-called Vorbereitungsdienst or Referendariat) to gain a teaching degree, which finally gives official access to the teaching profession in Germany. However, some graduates choose alternative career paths after initial teacher training. Hitherto neglected, this article focuses retention and mobility of teacher graduates after university using data from the National Educational Panel Study based on bivariate statistical inference methods. Most graduates follow the traditional teaching career (79%). Nevertheless, a substantial percentage of graduates chooses alternative career paths, i.e., a career beyond the teaching profession (11%), an academic career at university (5%), or a teaching position without an official teaching degree (5%). The graduates in these groups differ according to socio-demographic and performance characteristics as well as program-related aspects. (DIPF/Orig.)

Students of the teaching profession view stochastics as difficult to understand and complex. This book provides a clear, precise, and structured introduction to this material. It includes many descriptive examples, such as games of chance, which help promote understanding. Thus, the textbook is not only an ideal accompaniment to courses as an introduction to probability theory, but also optimally useful for designing a clear school curriculum.

Wie wissenschaftliches Wissen und schulpraktisches Können mit Blick auf (späteres) professionelles Lehrer*innenhandeln besser miteinander verschränkt werden können, ist eine zentrale Frage der Lehrer*innenbildung, die im Zuge der Modularisierung der Lehramtsstudiengänge und der Einführung universitär begleiteter Praxisphasen aktuell verstärkt diskutiert wird. Im vorliegenden Beitrag rekonstruiere ich auf der Basis problemzentrierter Interviews die Perspektive von Hochschullehrenden auf das sog. Theorie-Praxis-Problem. Dabei zeigt sich, dass die Dozierenden grundlegende Aussagen über ihre Überzeugungen zum Wissenserwerb in der Lehrer*innenbildung machen. Diese epistemologischen Überzeugungen stützen sich zum einen auf ihre Beobachtungen und Wahrnehmungen studentischen Lernens in praxisorientierten Lehr-Lern-Settings, zum anderen sind sie durch die jeweiligen fachdisziplinären Hintergründe der Lehrenden beeinflusst. In Abhängigkeit von Problemattribution und Lehr-Lern-Überzeugungen entwickeln die Dozierenden unterschiedliche didaktische Lösungsansätze, die an verschiedenen (personellen, curricularen, institutionellen) Ebenen ansetzen. Mithilfe der Grounded-Theory-Methodologie konnte ein Modell epistemologischer Überzeugungen von Hochschullehrenden bzgl. Theorie-Praxis-relationierter Lehrer*innenbildung entwickelt werden, mit dem sich Bedingungen, Einflusskontexte, Strategien und Konsequenzen dieser Überzeugungen beschreiben lassen.

The Eyes of Faith presents a systematic theology of the sense of the faithful (sensus fidelium) and shows the fundamental and necessary interrelationship between sensus fidelium, tradition, Scripture, theology, and the magisterium.

Increasing cultural diversity in classrooms leads to new professional demands for the educational staff in Germany [...] One of these challenges is to find effective ways to educate minority children. A promising way to deal with this situation is seen in engaging more teachers with migration background. The hope that is associated with the call for more minority teachers is that they entail a more adequate and professional dealing with diversity issues. Not only students, but also the faculty and the school as a whole are believed to benefit from the employment of minority teachers [...]. Research on minority teachers in Germany is just as hard to find as minority teachers themselves. Hence, there is no or little evidence that supports this hope. The paper focuses on the experiences of minority teachers within their faculty rooms. The main research questions are how teachers perceive the role that is ascribed to them by their colleagues and how these ascriptions influence their professional action. 12 in-depth biographical interviews with minority teachers were conducted. Results reveal that teachers' professional action seems to be highly dependent on their experiences within the faculty room. Faculties that embrace diversity are open to professional impulses of minority teachers and give them space to develop a \"diversity agenda\", whereas those teachers who report experiences of marginalization have difficulties in contributing their specific expertise. (Verlag).