Teacher training/education policy

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Teacher training/education policy

Kattmann, U. (2021). Teaching for life. Reflections of a biology didactician on teaching and research. PFLB - PraxisForschungLeherer*innenBildung, 3(5), 102-112.
Eisner, B., Kattmann, U., Kremer, M., Langlet, J., Plappert, D. & Ralle, B. (2019). Common Framework of Reference for Science (GeRRN). Minimum standards for science-related education. Neuss: Klaus Seeberber (3rd revised edition).
Eisner, B., Kattmann, U., Kremer, M., Langlet, J., Plappert, D. & Ralle, B. (2019). Common framework of reference for the natural sciences (GeRRN). Common framework of reference for the natural sciences (CoFReNS). A suggestion as to what scientific education should be like today. Neuss: Klaus Seeberber (3rd edition).
Kattmann, U. (2004). Education from a didactic perspective: The "Oldenburg Model". In A. Grimm (ed.), The future of teacher training. Loccumer Protokolle 11/03 (pp. 309-317). Rehburg-Loccum.
Kattmann, U. (2003). The Bachelor "knowledge transfer" as a basis for consecutive degree programmes in teacher education. Das Hochschulwesen, 51, 96-99.
Kattmann, U. (2003). Pedagogy of subject-related learning - subject didactics belong at the centre of teacher education. In B. Moschner, H. Kiper & U. Kattmann (Eds.), PISA 2000 as a challenge (pp. 307-318). Baltmannsweiler: Schneider Hohengehren.
Gropengießer, H. & Kattmann, U. (2002). Breaking the "silence of the subjects": How can the separation of specialised science and teacher education in consecutive degree programmes (BA/MA) be avoided? In R. Hinz, H. Kiper & W. Mischke (Eds.), What is the future of teacher training in Lower Saxony? (S. 185-193). Baltmannsweiler: Schneider Hohengehren.

(Changed: 11 Feb 2026)  Kurz-URL:Shortlink: https://uol.de/p54633en
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