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The discussion paper "Institutionalization of Teacher Education" was developed within the framework of the QLB-Camp and aims to establish institutional standards for teacher education in central scientific institutions. There are no institutional standards for teacher education in Germany, and the diversity of teacher education leads to problems and challenges. The Quality Initiative for Teacher Education has brought about positive changes, but there is uncertainty about how the created structures can be sustained and legally secured. The text describes various key points for the institutionalization of teacher education, including anchoring it in state higher education laws and promoting scholars in subject didactics and educational sciences. Teacher education institutions should regularly evaluate their measures and the development of teacher education students. [Extracted from the article]

The institutional status of teacher educationwithin universities is in many countries limited by a number of structural "constraints" (Clark 1999). After discussing the status and development of institutionalization of teacher education (TEd) in Germany, the "Qualitätsoffensive Lehrerbildung" (QLB), a national programme for quality improvement in teacher education, is briefly explained which aims not least at "profiling and optimizing the structures of TEd at universities". An important strategic element of many QLB projects are Schools of Education or Centres for TEd, i. e. "cross-sectional structures" which are meant to overcome the traditional "pillar-like" structural layout of TEd in German universities and to create a place within the university at which the concerns of TEd are primarily attended to. The argument of the paper is based on quantitative and qualitative longitudinal data collected in the context of the QLB programme evaluation and discusses the current and potential contributions of Schools of Education for the institutional status of TEd in German universities. Data show that institutional attention for TEd has increased, that organisational structures for TEd have been built up or strengthened, and that collaboration between various actors, disciplines, and phases of TEd has been intensified. However, institutionalisation of TEd in German universities is still hugely diverse. The sustainability of the gains achieved through the QLB may necessitate focused attention on maintenance of these forms of institutionalisation and additional regulative efforts on the state and university level. [ABSTRACT FROM AUTHOR]

The claim of Waldorf Education to make a school for all children possible beyond all biological, ethnic, cultural, social and achievement differences has not yet been fulfilled, but representatives of Waldorf Education are determined to demand and try to realize it. Against this background this paper discusses the inclusive potential of Waldorf Education, thus explaining its human rights foundations, its educational concept and its anthropological and development psychological aspects in connection with performative didactics and age-appropriate learning. Finally, the personal qualities of Waldorf Education teachers will be looked at and a proximity to the concept of a "pedagogy of diversity" will be suggested. [ABSTRACT FROM AUTHOR]

The article "Content" in the journal "Education and Training" deals with the topic of the institutionalization of teacher education and the role of Schools of Education. Various contributions are presented that deal with the quality offensive in teacher education, the challenges of governance and profiling in teacher education, the development of a School of Education as a cooperative project of universities and research, and the evaluation of teacher education centers. In the forum of the article, the question is discussed of how teacher education can be best organized. A position paper on the institutionalization of teacher education is presented, which addresses the discussion and establishment of fundamental institutional standards for teacher education in the central scientific institutions. [Extracted from the article]