GI_Forum 2017, Volume 5, Issue 1 Journal for Geographic Information Science
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Verlag der Österreichischen Akademie der Wissenschaften Austrian Academy of Sciences Press
A-1011 Wien, Dr. Ignaz Seipel-Platz 2
Tel. +43-1-515 81/DW 3420, Fax +43-1-515 81/DW 3400 https://verlag.oeaw.ac.at, e-mail: verlag@oeaw.ac.at |
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DATUM, UNTERSCHRIFT / DATE, SIGNATURE
BANK AUSTRIA CREDITANSTALT, WIEN (IBAN AT04 1100 0006 2280 0100, BIC BKAUATWW), DEUTSCHE BANK MÜNCHEN (IBAN DE16 7007 0024 0238 8270 00, BIC DEUTDEDBMUC)
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GI_Forum 2017, Volume 5, Issue 1 Journal for Geographic Information Science
ISSN 2308-1708 Online Edition ISBN 978-3-7001-8158-3 Online Edition
Alfons Koller,
Josef Strobl,
Bernd Resch
S. 282 - 293 doi:10.1553/giscience2017_01_s282 Verlag der Österreichischen Akademie der Wissenschaften doi:10.1553/giscience2017_01_s282
Abstract: The University of Salzburg has linked up ('clustered') with several other Austrian Higher Education Institutions (HEI) to develop and deliver the next generation of education for student teachers. Based on a reformed curriculum with a strong emphasis on pedagogical concepts and skills, courses have been developed with uniform structure and content across multiple institutions and locations. This step was considered of particular importance due to changes in students' backgrounds and career stages: an increasing number of future teachers are completing their training based on prior academic and professional experience while working (mostly) part-time. This offers the opportunity for more mature and experienced individuals to enter the teaching profession, but also challenges traditional organizational formats of teacher training. Based on an extensive survey of current students, this paper explores the range of personal and professional backgrounds and attempts to establish a framework for facilitating teacher education with reduced classroom presence as well as enhanced support for independent and flexible learning. From evaluation and assessment of results as well as from assessing organizational experiences during the first year, advantages of cloud-based learning infrastructures are clearly seen. Making the (secondary) teaching profession more accessible for mature individuals and establishing a practice of individualized learning for future teachers, an OER platform provides the basis to emphasize active learning and critical assessment of experiences in tomorrow's classrooms over more traditional 'teaching' formats. Keywords: education of student teachers, curriculum planning, web-based courses, open educational resources (OER) Published Online: 2017/06/30 11:54:51 Object Identifier: 0xc1aa5572 0x00369da6 Rights:https://creativecommons.org/licenses/by-nd/4.0/
GI_Forum publishes high quality original research across the transdisciplinary field of Geographic Information Science (GIScience). The journal provides a platform for dialogue among GI-Scientists and educators, technologists and critical thinkers in an ongoing effort to advance the field and ultimately contribute to the creation of an informed GISociety. Submissions concentrate on innovation in education, science, methodology and technologies in the spatial domain and their role towards a more just, ethical and sustainable science and society. GI_Forum implements the policy of open access publication after a double-blind peer review process through a highly international team of seasoned scientists for quality assurance. Special emphasis is put on actively supporting young scientists through formative reviews of their submissions. Only English language contributions are published.
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Verlag der Österreichischen Akademie der Wissenschaften Austrian Academy of Sciences Press
A-1011 Wien, Dr. Ignaz Seipel-Platz 2
Tel. +43-1-515 81/DW 3420, Fax +43-1-515 81/DW 3400 https://verlag.oeaw.ac.at, e-mail: verlag@oeaw.ac.at |