The ability to analyze and understand classroom situations through the eyes of not only teachers but also students can be seen as a crucial aspect of teachers’ professional competence. Even though video case-based learning is considered to have great potential for the promotion of analytical competence of teachers (i.e., becoming immersed in student and teacher perspectives as well as applying conceptual knowledge to better understand classroom situations), only a few studies have investigated …
Gutscheine als Instrument der Nachfrageförderung haben in der Weiterbildung seit rund einer Dekade deutlich an Bedeutung gewonnen. Gleichzeitig sind sie umstritten. Was sind empirisch zu beobachtende Effekte von Weiterbildungsgutscheinen? Sind Gutscheine, wie im aktuellen Koalitionsvertrag in Bezug auf die Bildungsprämie formuliert, „erfolgreiche“ Anreize zur Stimulierung der Weiterbildungsteilnahme und auf welcher Basis kann man das einschätzen? Unter anderem mit diesen Fragen hat sich die kür…
While the calls to take more notice of the significance of migration for adult education are loud and clear, notably little attention is paid to them with regard to work on categories. In adult education, fundamental theoretical work on definitions of “migration” is still far from complete. Even though individual studies deal with the term, it seems that attempts to clarify categories remain scarce. If adult education research on migration has a genuine interest in examining the risks of the hi…
This article sums up development cooperation in adult education, providing information about the fields in which this cooperation takes place, which funds it uses and which professionals are involved. When it comes to the question of how German adult education exports have affected transitional countries, the spotlight is on evaluation. The authors ascertain that evaluation work has reached different stages in different educational fields. In the sector of vocational education cooperation the f…
Biographical Learning as a Contribution to the Professionalization in Adult Education at University Level Biographical learning as a subject matter in the course of studies is a method to reflect upon and change individual learning strategies. One can describe such strategies both as an unconscious as well conscious reflection of biographies that strive for development. On the one hand, this is aiming at reflecting previous learning processes; on the other hand, this shall serve to develop a…
The competence concept of PISA and IALS New impulses for adult education through international comparative studies In the contribution the literacy concept, which is new to the German education discussion, and some of the results of IALS are presented, whereas parallels but also differences are shown to the PISA study. The causales for the central result of the missing basic competences are questioned, whereas clues are given to contexts between antiquated teaching methods and often lament…
Traditionally, adult foreign language learning is an issue of foreign and second language acquisition research. This book advocates increased adult educational research in this particular field of practice, which is presented in a detailed overview of theories and concepts, research, statistics, teaching-learning approaches and recommendations. Case studies demonstrate how qualitative methods of programme analysis, video interaction research and biography analysis are used as approaches to adul…
Times for (re)interpretation Transitions and their adaptation from the perspective of biographical research The contribution asks for the meaning of transitions in the educational system from a perspective of pedagogical biography research. Transitions effectuate initially mainly insecurities, clearing of one’s own basis, development of new perspectives, accepting or changing of the new situation, release of energy and activities for mastery of changes. In the example of an interview passage …
Vor welchen Herausforderungen steht politische Bildung heute? Wie kann sie Menschen dabei unterstützen, vom politischen Objekt zum handelnden Subjekt zu werden und an gesellschaftspolitischen Debatten teilzuhaben? Diesen Fragen ging Thomas Krüger, Präsident der Bundeszentrale für politische Bildung, in seiner Keynote im Rahmen des DIE-Forums Weiterbildung »Einmischen, positionieren, verständigen. Erwachsenenbildung und Öffentlichkeit« am 12. Dezember 2017 in Siegburg nach.
