Yearbook of School Development on the topic of "Multiperspectivity of Teaching Processes" published
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The 22nd volume of the Yearbook of School Development is out! The contributions focus on the main topic "multiperspectivity of teaching processes". In doing so, they consider the perspectives of learners (e.g., studies on the development of achievement motivation, gender-specific development trajectories), teachers (e.g., studies on the training and development of professional competencies of experienced or prospective teachers), and the institution school (e.g., school frameworks, digitization processes, dealing with heterogeneous learning groups). These different perspectives are usually closely intertwined and have an impact on each other. Overall, the nine contributions in the 22nd Yearbook of School Development thus provide a broad overview of various issues of instructional design and quality (against the background of individual characteristics and competencies of the actors involved) as well as the school framework. They illuminate this topic from diverse perspectives, link them in different instructional and learning settings, present (initial) results from current research projects, and inform about the national and international state of research on the various aspects.
Every two years since 1980, the Yearbook for School Development has provided information on significant developments in schools and the educational system, thus providing a scientifically sound reference work for all those in schools, school administration, science, and politics who are concerned with questions of education, its analysis, and its design.