Herausforderung Lehrer*innenbildung

Aims & Scope

The online journal 'Herausforderung Lehrer*innenbildung – Zeitschrift zur Konzeption, Gestaltung und Diskussion (HLZ)' is an interdisciplinary open-access journal with peer review. Its unique selling point is the publication of scientifically sound contributions on the conception and design of teacher education in all phases, as well as theoretical and empirical contributions on the foundations, framework conditions, and challenges of teacher education in all phases, particularly in the thematic areas of critical-reflective practice orientation, research-based learning, and inclusion-sensitive teacher education. It sees itself as a forum for actors in teacher education from various disciplines in all phases of academic qualification and career. All contributions undergo a review process and are findable via the portal for Bielefeld Teacher Education (PortaBLe). The journal's objective is to acknowledge the extensive conceptual work on the development and implementation of theory-based and practice-oriented teacher education courses and to provide them with a publication organ. This is intended, on the one hand, to make the effort invested in teacher education visible and gain more recognition, and on the other hand, to sustainably document and disseminate established and tested concepts and formats by making them accessible to a wide range of actors and stakeholders in teacher education. HLZ primarily publishes contributions on the conception and design of teacher education. The focus of the contributions can be on various learning content, didactic and methodological approaches. In terms of content, the journal is divided into three areas: Firstly, contributions are published that can be used as a basis for the conception and design of teacher education in all phases. Secondly, theoretical and thirdly, empirical contributions on the foundations, framework conditions, and challenges of teacher education in all phases are published. All contributions must be of didactic-methodological and/or scientific relevance for teacher education and undergo a review process (double-blind peer review). Contributions can also be purely descriptive reports of experience or presentations of site-specific evaluations. A more detailed description of the contribution types can be found in the author guidelines.

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