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This paper explores historical and recent developments in Finnish Practical Theology and Religious Education. It reconstructs the operating environment under which PT and RE exist in Finland, i. e. its political, economic, and cultural circumstances. To this end, the authors highlight developments such as the transition from a rural-centric to an urban society, the impact of political left-wing ideology, and the impact of Finland's joining the European Union. Through an analysis of dissertation research at Helsinki University, the paper provides an overview of current topics of research in Finnish PT. The authors concluds with insights into likely future developments in the 21st century. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hessische Blätter für Volksbildung is the property of wbv Media GmbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Sozial Extra is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In our article we reflect the institutional, curricular, and policy-related transformations in the field of qualitative method training that we face in our respective academic environments. Our reflections originated in a series of open discussions and intervision meetings in which we collectively tackled teaching crises we went through in recent years, but also exchanged moments of successful and resonant engagement with students. We pick up on this discussion process by presenting a narrative account fromone author's experience. On this basis, we explore paradoxes and challenges for teaching and learning qualitative methods along three key principles - openness, circularity, and reflexivity - which define the qualitative research paradigmin the contemporary academic landscape. In our critical reflexion of this landscape, we look out for perspectives that might guide the risky ridge walk of teaching qualitative methods. [ABSTRACT FROM AUTHOR]

Teacher education in Germany has been significantly upgraded and developed over the past two decades, partly due to national programs such as the Quality Campaign Teacher Education. While specific, institutional and organizational features of teacher education continue to exist, tasks and demands have expanded considerably : in addition to studying and teaching, further tasks, such as research, promotion of young researchers, and transfer have been added. The article analyzes the organizational and institutional shape of teacher education and the question of how, in view of the governance-related restrictions, the central institutions are able to distinguish themselves and to cope with their tasks. In essence, given the fundamental cross-structure of teacher education, the article points to the need to successfully conduct interface-related negotiations. [ABSTRACT FROM AUTHOR]

The institutional status of teacher educationwithin universities is in many countries limited by a number of structural "constraints" (Clark 1999). After discussing the status and development of institutionalization of teacher education (TEd) in Germany, the "Qualitätsoffensive Lehrerbildung" (QLB), a national programme for quality improvement in teacher education, is briefly explained which aims not least at "profiling and optimizing the structures of TEd at universities". An important strategic element of many QLB projects are Schools of Education or Centres for TEd, i. e. "cross-sectional structures" which are meant to overcome the traditional "pillar-like" structural layout of TEd in German universities and to create a place within the university at which the concerns of TEd are primarily attended to. The argument of the paper is based on quantitative and qualitative longitudinal data collected in the context of the QLB programme evaluation and discusses the current and potential contributions of Schools of Education for the institutional status of TEd in German universities. Data show that institutional attention for TEd has increased, that organisational structures for TEd have been built up or strengthened, and that collaboration between various actors, disciplines, and phases of TEd has been intensified. However, institutionalisation of TEd in German universities is still hugely diverse. The sustainability of the gains achieved through the QLB may necessitate focused attention on maintenance of these forms of institutionalisation and additional regulative efforts on the state and university level. [ABSTRACT FROM AUTHOR]

Das Europäische Parlament (EP) hat sich als eines der wenigen Parlamente weltweit seit 2003 in insgesamt sechs Entschließungen zur Umsetzung von Gender Mainstreaming (GM) verpflichtet. Ausgehend von dem Ansatz des Feministischen Institutionalismus analysiert dieser Beitrag chronologisch die potenzielle Institutionalisierung von GM und fragt, inwieweit sich neue Regeln und Normen in bestehende formale und informelle Regeln einflechten lassen. Hierfür werden zentrale EP-Dokumente für den Zeitraum 2003 bis 2019 sowie leitfadengestützte Interviews mit MEPs verschiedener Fraktionen und EP-Beschäftigten aus 2019 und 2020 analysiert. Insgesamt kann von einer GM-Institutionalisierung gesprochen werden, wenn sie auch heterogen verläuft.

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of NTM Zeitschrift für Geschichte der Wissenschaften, Technik und Medizin is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)