No. 8 (2022): Komplexe Verbindungen: Interdisziplinäre Lehr-Lern-Konzepte in der Lehrerbildung auf dem Prüfstand

Not least due to the "Quality Initiative Teacher Education" (QLB), the university-based education of future teachers has recently experienced a boost in professionalization and research both in the educational sciences and in subject didactics. In the subject sciences, on the other hand, teacher education is often not a genuine reference point for research-based activities.

In light of this sobering finding, the eighth issue of the heiEducation journal aims to give new impetus to the discourse on a productive interweaving of subject sciences and subject didactics. The focus is on interdisciplinary teaching-learning concepts in university-based teacher education. The contributions approach the object of investigation from different perspectives and can be divided thematically into the sections "STEM Cooperation", "Digitally Supported Interdisciplinarity", and "Humanities and Social Science Linkages".

Beyond the focus, the current issue brings together four supplementary essays under the "Forum" section already introduced in Issue 7. These are devoted to inclusive lesson planning, the professionalization of student teachers against the background of migration processes, student experiment stations in the subject of physics, and multi-perspective expert workshops.