A new reform in teacher education? A historical perspective on recent developments in teacher education in Germany – the case of North Rhine-Westphalia

The relationship between universities, teacher educators and schools, as well as between theory and practical elements, has always been a central concern in teacher training worldwide. In German teacher education the lack of practical classroom experience for students during their studies has been continually criticised. A new reform in North Rhine-Westphalia implemented in 2009 has tried to create a closer link between universities and schools by introducing longer practical elements at university level. These elements are labelled as ‘innovative’ and ‘new’, even though similar reforms were trialled in Lower Saxony 40 years ago. This article discusses the main ideas behind the reforms by taking a historical perspective on teacher education and examining the challenges and opportunities accompanying this development. With the new structure the role of universities, centres for teacher education and schools is profoundly changed, meaning a stronger collaboration and a new range of responsibilities for each of them

Funktion und Funktionalisierung des Vergleichs. Homogenisierung als Notwendigkeit und Folge komparativen Forschens

Die disziplingeschichtlich relevanten Vergleichsfunktionen werden analytisch daraufhin geprüft, inwieweit ihnen homogenisierende Tendenzen in besonderem Maße innewohnen. Des Weiteren wird gezeigt, dass vergleichende Forschung häufig geprägt ist durch Funktionalisierungen, also beispielsweise durch eine Unterordnung der Forschung unter bildungspolitische Interessen. Die Autorin macht auf besondere forschungsmethodische \u27Fallstricke\u27 aufmerksam, durch die vor allem deutlich wird, wie sehr die (vermeintliche) Notwendigkeit der Festschreibung von Alterität zu normativen (Kurz-)Schlüssen verleiten kann; wie sehr also funktionale Homogenisierungen im Rahmen von Vergleichen stets der sorgfältigen Prüfung als Merkmal forschungsmethodischer Qualität zu unterliegen haben. (DIPF/Orig.)The article explores the motives and functions of comparisons in the field of International and Comparative Education. When conducting comparative research, there is always the danger of a homogenous perception which may lead to one-dimensional assumptions of the study conducted. By looking at the classification scheme of the \u27functions of comparison\u27 (Hörner, 1993), the article discusses in which way those incorporate the tendency of a homogenization. Furthermore, crucial steps within the research process are identified and examples presented which show alternative ways on how to take the heterogeneity of the data into account. This illustrates that homogenization is a necessity and a consequence of the comparative research process. (DIPF/Orig.

Forschendes Lernen im Bielefelder Praxissemester

Klewin G, Schüssler R. Forschendes Lernen im Bielefelder Praxissemester. In: Freitag C, von Bargen I, eds. Praxisforschung in der Lehrerbildung. Am 15./16. September 2011 an der Universität Paderborn. Paderborner Beiträge zur Unterrichtsforschung und Lehrerbildung. Vol 17. Berlin: Lit-Verlag; 2012: 75-84

Lesson Study: Eine Methode zur symbiotischen Entwicklung von Unterricht und Lehrerprofessionalität durch Praxisforschung in der dritten Phase der Lehrerbildung

Kullmann H, Friedli R. Lesson Study: Eine Methode zur symbiotischen Entwicklung von Unterricht und Lehrerprofessionalität durch Praxisforschung in der dritten Phase der Lehrerbildung. In: Freitag C, van Bargen I, eds. Praxisforschung in der Lehrerbildung. Paderborner Beiträge zur Unterrichtsforschung und Lehrerbildung, 17. Münster: Lit; 2012: 133-144

Individuelle Förderung als Aufgabe von Schulleitung. Konsequenzen für die Ausbildung von Lehrerinnen und Lehrern

Kram M, Stroot T. Individuelle Förderung als Aufgabe von Schulleitung. Konsequenzen für die Ausbildung von Lehrerinnen und Lehrern. In: Freitag C, von Bargen I, eds. Praxisforschung in der Lehrerbildung. Berlin: LIT Verlag Dr. W. Hopf; 2012: 189-198

Forschendes Lernen in Praxisphasen der Lehrerausbildung - Was kann aus den Erfahrungen der Fallstudienwerkstatt für das Praxissemester gelernt werden?

Koch B, Stiller K-T. Forschendes Lernen in Praxisphasen der Lehrerausbildung - Was kann aus den Erfahrungen der Fallstudienwerkstatt für das Praxissemester gelernt werden? In: Freitag C, von Bargen I, eds. Praxisforschung in der Lehrerbildung. Paderborner Beiträge zur Unterrichtsforschung und Lehrerbildung. Vol 17. Berlin: Lit-Verl.; 2012: 85-94

Projektunterricht und Professionalisierung in der Lehrerbildung. Das Erleben von Lehrerrolle und Theorie-Praxis-Verhältnis von Studierenden am Beispiel eines Seminars zur Einführung in die Projektdidaktik.

Boller S, Rengstorf F, Schumacher C, Thomas C. Projektunterricht und Professionalisierung in der Lehrerbildung. Das Erleben von Lehrerrolle und Theorie-Praxis-Verhältnis von Studierenden am Beispiel eines Seminars zur Einführung in die Projektdidaktik. In: Freitag C, von Bargen I, eds. Praxisforschung in der Lehrerbildung. Münster u.a.; 2012: 115-124

Systemic and Mucosal Immune Reactivity upon Mycobacterium avium ssp. paratuberculosis Infection in Mice.

Mycobacterium avium ssp. paratuberculosis (MAP) is the cause of Johne's disease, an inflammatory bowel disorder of ruminants. Due to the similar pathology, MAP was also suggested to cause Crohn's disease (CD). Despite of intensive research, this question is still not settled, possibly due to the lack of versatile mouse models. The aim of this study was to identify basic immunologic mechanisms in response to MAP infection. Immune compromised C57BL/6 Rag2-/- mice were infected with MAP intraperitoneally. Such chronically infected mice were then reconstituted with CD4+ and CD8+ T cells 28 days after infection. A systemic inflammatory response, detected as enlargement of the spleen and granuloma formation in the liver, was observed in mice infected and reconstituted with CD4+ T cells. Whereby inflammation in infected and CD4+CD45RBhi T cell reconstituted animals was always higher than in the other groups. Reconstitution of infected animals with CD8+ T cells did not result in any inflammatory signs. Interestingly, various markers of inflammation were strongly up-regulated in the colon of infected mice reconstituted with CD4+CD45RBlo/int T cells. We propose, the usual non-colitogenic CD4+CD45RBlo/int T cells were converted into inflammatory T cells by the interaction with MAP. However, the power of such cells might be not sufficient for a fully established inflammatory response in the colon. Nevertheless, our model system appears to mirror aspects of an inflammatory bowel disease (IBD) like CD and Johne's diseases. Thus, it will provide an experimental platform on which further knowledge on IBD and the involvement of MAP in the induction of CD could be acquired

Research in Teacher Education: Volume 4, No.2, October 2014

The Research in Teacher Education publication is published twice a year by the School of Education and Communities, University of East London, Water Lane, London E15 4LZ. The periodical offers a forum for informed debate and discussion on all aspects of teacher education. The publication showcases work from the teacher education teams at the School of Education and Communities and the wider teacher education community in the UK. The definition of ‘research’, in its broadest sense includes any gathering of data, information and ‘facts’ designed to advance knowledge. While nurturing and publicising the creative talent within teacher education the periodical seeks to stimulate, provoke and extend discussion and debate with other professionals associated with this field. In addition to contributions from the team of teacher educators at the School, each edition of Research in Teacher Education will publish research findings, book reviews and/or opinion pieces from guest writers associated with the School of Education and Communities

CD4 T Cell Dependent Colitis Exacerbation Following Re-Exposure of Mycobacterium avium ssp. paratuberculosis.

Mycobacterium avium ssp. paratuberculosis (MAP) is the causative agent of Johne's disease (JD), a chronic inflammatory bowel disease of cattle characterized by intermittent to chronic diarrhea. In addition, MAP has been isolated from Crohn's disease (CD) patients. The impact of MAP on severity of clinical symptoms in JD as well as its role in CD are yet unknown. We have previously shown that MAP is able to colonize inflamed enteric tissue and to exacerbate the inflammatory tissue response (Suwandi et al., 2014). In the present study, we analyzed how repeated MAP administration influences the course of dextran sulfate sodium (DSS)-induced colitis. In comparison to mice exposed to DSS or MAP only, repeated exposure of DSS-treated mice to MAP (DSS/MAP) revealed a significantly enhanced clinical score, reduction of colon length as well as severe CD4(+) T cell infiltration into the colonic lamina propria. Functional analysis identified a critical role of CD4(+) T cells in the MAP-induced disease exacerbation. Additionally, altered immune responses were observed when closely related mycobacteria species such as M. avium ssp. avium and M. avium ssp. hominissuis were administered. These data reveal the specific ability of MAP to aggravate intestinal inflammation and clinical symptoms. Overall, this phenotype is compatible with similar disease promoting capabilites of MAP in JD and CD