Transformationen in der Lehrerbildung. Fragen und Herausforderungen der Governance und Profilierung am Beispiel der Tübingen School of Education – eine Zwischenbilanz.

Teacher education in Germany has been significantly upgraded and developed over the past two decades, partly due to national programs such as the Quality Campaign Teacher Education. While specific, institutional and organizational features of teacher education continue to exist, tasks and demands have expanded considerably : in addition to studying and teaching, further tasks, such as research, promotion of young researchers, and transfer have been added. The article analyzes the organizational and institutional shape of teacher education and the question of how, in view of the governance-related restrictions, the central institutions are able to distinguish themselves and to cope with their tasks. In essence, given the fundamental cross-structure of teacher education, the article points to the need to successfully conduct interface-related negotiations. [ABSTRACT FROM AUTHOR]