The Impact of the Bologna Reform on Teacher Education in Germany: An Empirical Case Study on Policy Borrowing in Education

Abstract

This article investigates aspects of policy transfer and educational borrowing in German higher education in the wake of the Bologna reforms of higher education in Europe. It examines the origins and results of the Bologna reform process in Germany. Focussing on teacher education, it highlights inconsistencies between political legitimation, reform discourse and objectives, the actual framework and its implementation. Based on an empirical case study, it explores the implementation processes and different institutional stakeholders’ perspectives and understanding of reform ideas, concepts and tools. It discusses how these influenced the way stakeholders acted during the implementation process and the particular effects of their actions on approaches to teaching, learning and studying within the re-designed study programmes.

The development of teachers’ professional competence within the conditions of modernization of the educational environment

“…This sphere is increasingly "universalized" through Bologna reforms in the field of teachers' education in Europe (Zgaga, 2013), and the main consequences include changes in the structure of ITE programs, the introduction of the European Credit Transfer and Accumulation System (ECTS), quality assurance processes and EQF application (Iucu, 2010). The impact of Bologna on teachers' education is also interpreted as a process of legitimization and implementation of reform initiatives at the national level (Kuhlee, 2017). List of indicators for teacher competences:…”

Teoretisk och normativ pedagogisk forskning är alltid relevant – även ur ett rent instrumentellt perspektiv

“…Detta val sätter evidensbaseringen i ett bredare teoretiskt sammanhang inom vilket konceptuella och filosofiska teorier om risk och professionell rationalitet är avgörande kunskaper. Sammanfattningsvis: det beslutsteoretiska perspektivet på evidensbasering innebär att förskollärare och lärare måste använda evidens som professionella experter (Kuhlee & Winch, 2017) och integrera olika kunskapsbaser (konceptuella och normativa) i syfte att basera professionella beslut på forskning.…”

Teacher competence frameworks in Hungary: A case study on the continuum of teacher learning

“…Because of Bologna reforms in teacher education the field has been increasingly 'universitised' in Europe (Zgaga, 2013) and some of the main consequences include changes in the structure of ITE programmes, the introduction of the European Credit Transfer and Accumulation System (ECTS), quality assurance processes and the application of the EQF (Iucu, 2010). The impact of Bologna on teacher education has also been interpreted as a process to legitimise and enforce reform initiatives at national level (Kuhlee, 2017).…”