Elisabeth Hofmann Livres

The volume presents international collaborative and comparative approaches in teacher education, addressing researchers, teachers, and other educational professionals who are interested in the following topics: ▶ Binational research perspectives on teacher education in South Africa and Germany ▶ Inclusion and educational equity ▶ Professionalization and mentoring ▶ Curricular characteristics and pedagogical content knowledge in education in economics, biology, and physical chemistry ▶ Education for sustainable development as a growing cross-sectional topic The results shed light on similarities and on different challenges experienced within the South African and the German educational, historical, socio-political, and institutional contexts. They reveal the struggles towards the best possible preparation of future teachers, and introduce the Wits School of Education and the Tübingen School of Education as players who consistently and energetically advance teacher education, based on research, relevance, and responsibility. Successful international collaboration has the ability to generate new impulses, increase global awareness of whole institutions, and open horizons for mutual understanding in academia. Wits School of Education and Tübingen School of Education are thankful for the support from the German Academic Exchange Service (DAAD), from the excellency funding of the University of Tübingen, and from the Global South Center, University of Tübingen. Elisabeth Hofmann has led the area of internationalization at Tübingen School of Education from 2016 to 2022. Elizabeth Mavhunga is a professor of science education (Chemistry) at the Wits School of Education, and the chair of the Research Capacity Building Committee of SAARMSTE. Thorsten Bohl is a professor of educational science and director of the Tübingen School of Education. Felix Maringe is a professor of higher education, former head of the Wits School of Education and currently deputy vice chancellor at the University of Kigali. Deborah Diekmann is leading the area of internationalization at Tübingen School of Education since 2023.

Durch die Einführung des § 19 Abs. 2a TPG sollte nach dem sog. Organverteilungsskandal das Vertrauen der Bevölkerung in das Organverteilungssystem zurückgewonnen und nachhaltig gestärkt werden. Das Werk erläutert ausführlich, weshalb § 19 Abs. 2a TPG zur Erreichung dieses Ziels nicht geeignet ist und zeigt auf, welche anderen Möglichkeiten für eine sinnvolle Sanktionierung der Manipulation von Organzuteilungsentscheidungen de lege lata et de lege ferenda bestehen. Im Mittelpunkt der Ausführungen stehen dabei die Probleme, welche § 19 Abs. 2a TPG aus verfassungsrechtlicher Sicht und dabei insbesondere im Hinblick auf Art. 103 Abs. 2 GG aufwirft. Daneben beleuchtet das Werk auch das Rechtsgut des § 19 Abs. 2a TPG, die Schwierigkeiten, welche die Auslegung zentraler Tatbestandsmerkmale des § 19 Abs. 2a TPG bereitet, sowie die Verfassungsmäßigkeit des geltenden Organverteilungssystems, welcher für die Verfassungsmäßigkeit des § 19 Abs. 2a TPG ebenfalls eine erhebliche Bedeutung zukommt.