German Teacher Education Reform In The Context Of Globalization

The teacher education system in Germany has a long history and has long been a model for education in various countries.In the wave of globalization that began at the end of the 20 th century,with the promotion of the EU's Bologna process and the impact of the OECD's international student evaluation,Germany initiated the largest structural reform of teacher education in the past 100 years.As a federal country,all16 states have responded to the reform calls of international organizations,the European Union,and the federal government.However,due to cultural sovereignty,the action levels of each state are very different: From a macro perspective,some states fully comply with the trend of globalization and actively implement the conversion of the new degree system for teacher education,while others stick to the old rules and insist on retaining the traditional national examination system;From a micro perspective,each state has taken a series of specific measures along with the reform process,and has made varying degrees of adjustments to the content,form,assessment,and apprenticeships of teacher education courses.The social and cultural backgrounds of the federal states have obvious differences,but they are affected by the convergence of global education policies.However,these policies are rarely incorporated into local policy texts and practices in primitive forms,but are accidental,controversial,and flexible.Thus mapping in an unpredictable way to local practice,leading to an increasingly diversified picture of teacher education in Germany.Based on the above background,this article attempts to use the recontextualization theory to analyze how the German federal states have responded to the global education policy trend in different ways since the 21 st century,and sort out the influence of their social and cultural background factors on the path of teacher education reform.Three modules,seven chapters of research content.The first module is the interpretation of the meaning of this article and the construction of the analytical framework as the analysis theme,including the introduction and the first chapter of the overview of the national teacher education reform in Germany.Based on the theoretical basis of re-contextualization,a research framework combining comparative education research methods and educational policy discourse analysis methods is proposed to determine the analysis indicators,objects and content.In the context of the German teacher education reform,four typical federal states—Bavaria,Bremen,North Rhine-Westphalia,and Thuringia—are selected as research cases based on the characteristics of German regional history and teacher education reform.The second module includes chapters 2 to 5,taking the historical evolution,basic elements and main characteristics of the teacher education reform in the four federal states as the core themes,and sorting out the regional characteristics of each state's regional history,demographic structure,economic situation,and political system in detail Factors,and then use policy analysis methods and critical discourse analysis methods to conduct an in-depth analysis of the federal state's teacher education policies and related texts from 1999 to 2019.The study found that there are significant differences in the teacher education reform methods of each federal state,and the reform path of each state does not progress in a non-linear manner,but has obvious stages.In addition,the state governments also reflect different values and power models in the process of formulating policies.The third module is Chapter 6 and Chapter 7.It focuses on the analysis of the similarities and differences of the teacher education reform policies of the four federal states,and tries to explore the degree of influence of the social and cultural factors of each state on the reform.The study found that under the promotion of the Bologna process and a series of standardization policies issued by the federal government,there are obvious differences between the reform and implementation of the federal state teacher education policy.If we go deeper,there are also different reform paths among various regions and universities in the state.Educational level and regional history have a significant impact on the reform of teacher education policies,while the economic situation and political system factors have a relatively minor impact.The study found that the Bologna process,the assessment of international student abilities,and the programmatic policy documents issued by the Joint Conference of Ministers of Culture and Education have had an important impact on the reform of German teacher education in the 21 st century.However,there are significant differences in the formulation and implementation of teacher education policies in each state.It is caused by the policy legacy of path dependence and the changes from the regional policy environment.Bavaria chooses innovative reform methods within the traditional framework to consolidate the ruling party's supervisory power in the field of teacher education,so as to ensure the professionalism of teacher education;Bremen's reform path can be seen as from actively absorbing global policy trends to traditional education concepts The return of China is a manifestation of its learning from international,national and other state policies;North Rhine-Westphalia has been seeking a balance between the Bologna process and the policy guidelines of the Joint Conference of Ministers of Culture and Education,and its policy trend of globalization As an opportunity for other structural reforms in teacher education;Thuringia has established a regional multi-level teacher education system by implementing a dual-system parallel model,and its policy choice motivation is mainly due to avoiding reform risks and adapting to the inherent system.How to seek a unified and standardized framework in a diversified policy landscape is a problem that policy makers need to think about in the future.It is necessary to appropriately revise the autonomy of the state government in the field of education and clarify the authority rules of the education system,so as to establish a good competitive ecology.