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This study aims to reveal the astronomy-related self-efficacy beliefs of pre-service teachers studying science education, primary school education, and social studies education programmes. The study is conducted using the survey design, a quantitative research method. The study sample consists of 322 pre-service teachers in their third or fourth year of a science education, primary school education, or social studies education programme at a university in Turkey's Central Anatolia Region during the 2016 fall semester. The Astronomy Teaching Self-Efficacy Belief Scale developed by Güneş was used as the data collection tool. SPSS 22 was used to analyse the data, and the analyses benefited from descriptive and inferential statistics. Based on the findings, the pre-service teachers' total scores for astronomy self-efficacy showed no significant difference in terms of certain variables (i.e., gender, age, year, and having taken a previous astronomy course). However, significant differences were found regarding self-efficacy scores in terms of the programme and having taken part in astronomy and sky-gazing activity. Concerning the obtained results, the following suggestions can be made: pre-service teachers should be actively involved during the astronomy course, and their classroom management experiences should be promoted to improve their astronomy self-efficacy belief levels. (DIPF/Orig.)

The teaching profession has become increasingly complex in the last decades. The changing role of teachers has called for a new paradigm of the teaching profession that recognises the potential of teachers to lead for supporting school development and change. The influence teachers have on the school community and their commitment to school change are at the core of teacher leadership definitions. Preparing future teachers to act as leaders in their schools can support the overall efforts for school improvement. Hence, the purpose of this study is to explore pre-service teacher leadership development. The study utilised a qualitative methodology to address: (i) pre-service teachers' understanding of teacher leadership, (ii) the role of initial teacher education in shaping the understanding of teacher leadership, and (iii) the contribution of initial teacher education to pre-service teachers' readiness for exercising leadership roles for school improvement. The study was conducted with pre-service teachers in the leading initial teacher education institution in Kosovo. A total of 42 pre-service teachers from all years of the Primary Teacher Education programme participated in four group interviews with the aim of discussing in depth the core elements of teacher leadership in order to better grasp the pre-service teachers' understanding of this concept as well as their readiness to exercise leadership roles. A model devised by Snoek et al. (2019) was used as an analytical framework to determine the development of teacher leadership in initial teacher education. The study reveals that there is no consensus on the definition of teacher leadership. The findings show that the understanding of teacher leadership is based on a contextually drawn vision of what it means to be a teacher, resulting in a narrow view of leadership with regard to individual and classroom levels. The study concludes that initial teacher education has a critical role in contributing to shifting the conceptualisation of teacher leadership beyond the isolated views of individual and formal leadership. The findings have imperative implications for providing good models of initial teacher education that support the preparation and readiness of future teacher leaders to tackle the ever-increasing complexities of the teaching profession. (DIPF/Orig.)

Future teachers first come into contact with diversified teaching strategies, such as Project-Based Learning, in initial teacher education programmes. Such strategies contrast with the type of methods that they experienced throughout their own schooling, which are essentially teacher centred. The present research aims to understand how Project-Based Learning is being integrated into the curriculum of primary school teachers' initial teacher education programmes. The participants were three higher education institutions located in different regions of Portugal, all of which offer initial teacher education programmes for primary school teachers that include Project-Based Learning at some point. The data were collected through document analysis of the programmes' curricula, as well as through semi-structured interviews with the programme coordinators in each institution. The results show that the institutions value Project-Based Learning and make an effort to include it in their programmes, whether in theoretical, didactical or practical terms. However, they encounter some difficulties in promoting more significant experiences that would enable the students to feel confident to use this strategy in their Supervised Teaching Practice internships. (DIPF/Orig.)

The main aim of this research is to longitudinally examine the shift in teaching students' professional beliefs about the teacher-pupil role during the course of their studies. The starting assumption has been that teachers' professional development is largely dependent upon their beliefs about various aspects of their professional role. The beliefs about the teacher-pupil role are the building blocks of teachers' professional identity, which strongly influence the way they teach and communicate with pupils. The participants in the research are 62 student teachers, from three teacher education faculties, who were prepared to teach in the lower grades of primary school. The research was carried out in two waves, at the beginning and at the end of the five-year study programme. The beliefs were explored using a metaphor technique derived from the cognitive theory of metaphor. The results indicate that exposure to the study programme did not considerably affect the change in the belief orientations, meaning that pre-professional beliefs remained unchanged, especially in the perception of the pupil's role. That finding has been discussed in relation to the possible implications for the initial teacher education curriculum and its implementation. (DIPF/Orig.)

Within the broader landscape of the European Higher Education Area, teacher education receives increasing significance as an academic field that contributes to the quality of the teaching labour force and consequently impacts student learning. This paper aims to explore the European Teacher Education Area (ETEA) by analysing to what extent and how mechanisms, processes, and key agents of Europeanisation, internal or external to the European Union (EU), influence the transformation of teacher education policies and practices in Europe. Transformation is understood in the context of Europeanisation, and emphasis of the analysis is placed on the process rather than the content of transforming teacher education in Europe. To this end, data have been collected through document review and expert interviews with European policy officials. As a result of qualitative content analysis, the data have been clustered and analysed according to the following categories, which mutually reinforce each other: (1) policy coordination; (2) cross-sectoral instruments; (3) evidence-based management; (4) the Bologna process; (5) educational programmes; and (6) stakeholder pressure. Findings provide a conceptual framework for mapping the ETEA as a complex policy ecosystem that includes vertical and horizontal procedures of Europeanisation. The EU has developed extensive capacities to influence teacher education in Europe and increasingly involves other sectors, such as employment, in this process. (DIPF/Orig.).

Digital Making as an Educational Project is an innovative educational experience that has been carried out with students of the Primary Education and Social Education degrees for three consecutive years. The experience introduces digital making as an activity in which students create an object using digital technology. In the process, they not only gain an insight into how the technology works, but also learn the content and competences of the curriculum. This innovative teaching practice was carried out as action research in order to improve traditional higher education practices. In this sense, the proposal puts the student at the centre of the process as the author and protagonist of their own learning process. The experience is based on their own interests: they decide what to make based on a given context. The students work in groups and look for what they need to learn to overcome a particular challenge, while the teacher supports the process as a facilitator, offering guidance and resources when necessary. The evaluation of the whole process is regulated via a group diary (a shared online document) and an individual diary (a blog) that the students produce. The final evaluation is not only of the printed product; the students also produce a video in the form of storytelling, in which they explain how the process evolved from the initial idea to the final impression of the object. They also reflect on what they have learned, how teamwork has worked and what possibilities they believe digital making offers in the primary and non-formal educational contexts in which they will work. All of the processes are compiled in the students' blogs, as well as in the teachers' field notebooks. The experience was executed in collaboration with the Digital Fabrication Centres of Barcelona. The results were organised to highlight the strengths and weaknesses of using technologies to improve higher education offering an approach in which students are at the centre of the whole process. Strengths: strong student motivation, promotion of self-directed and collaborative learning and learning by doing, and familiarisation with a transforming integration of technology as protagonists. Weaknesses: hesitance and resistance to facing the challenge, management of scarce time, large time investment by the teachers, and the difficulty of achieving in-depth reflection on how digital fabrication could be introduced in educational contexts such as primary school and non-formal contexts. (DIPF/Orig.)

Im Beitrag diskutieren wir die Aufnahme des Themenfeldes Personalführung und Management in das Lehramtsstudium über die Verankerung in den Kompetenzstandards und begründen, warum sein Fehlen als Lücke in der nötigen wissenschaftlichen Vorbereitung auf die spätere Berufsausübung gelten kann. Das Themenfeld Personalführung und Management in die erste Phase der Lehrer*innenbildung mitaufzunehmen, heißt für uns zugleich, zur Führungskräfteentwicklung beizutragen. Vor diesem Hintergrund skizzieren wir auch, was für einen möglichen Aus- oder Umbau der Curricula der ersten Phase der Lehrer*innenbildung von bereits existierenden MA-Weiterbildungsstudiengängen im Bereich Personalführung und Management gelernt werden könnte.

Im Lehramtsstudium der Ernährung treffen Professionsverständnisse zweier Fachexpertisen aufeinander – thematische Überschneidungen bzw. Begriffsähnlichkeiten führen zu vielfältigen Erwartungen an den Ernährungsunterricht. Eine mehrperspektivische Auseinandersetzung mit dem Handlungsfeld Beraten und Diagnostizieren im Lehrberuf sowie eine differenzierte Betrachtung der Rollenverständnisse der Studierenden ist notwendig. (DIPF/Orig.)

This study was intended to investigate the teaching quality of student teachers when they conducted their teaching practicum. Teaching quality is conceptualised based on eight classroom factors (orientation, structuring, modelling, application, questioning, building classroom as a learning environment, assessment, and time management) of the dynamic model, which have previously been found to affect student outcomes. The study used a mixed-methods design: a survey on students' perceptions of the teaching quality of their teacher (student teachers) and classroom observation. The study was conducted in Tangerang Selatan, Indonesia, involving English as a Foreign Language (EFL) student teachers in the English Education Program, Syarif Hidayatullah State Islamic University, Indonesia and 199 students of three different schools. The findings revealed that the student teachers did not yet practice the classroom factors of the dynamic model. Some recommendations include incorporating the classroom factors of the dynamic model in the curriculum or syllabus related to pedagogical skills to better prepare teachers in the future. It is also beneficial to study the possibility of sending student teachers to school earlier not only for the teaching practicum but also for other relevant purposes. (DIPF/Orig.).

Das Lehramtsstudium weist bundesweit vergleichsweise gute Erfolgs- bzw. Abbruchsquoten auf. In Mecklenburg-Vorpommern werden die Studienverläufe von Lehramtsstudierenden genau nachgezeichnet. Differenziert nach angestrebter Schulform zeigt sich, dass vor allem im Sekundarbereich ein Großteil des Lehrkräftenachwuchses aus den Kohorten scheidet und Schwund nicht mit Abbruch gleichzusetzen ist, sondern differenzierter betrachtet werden muss.