Teacher Education in South Africa and Germany

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This volume presents international collaborative and comparative approaches in teacher education, targeting researchers, teachers, and educational professionals interested in various topics. It explores binational research perspectives on teacher education in South Africa and Germany, focusing on inclusion, educational equity, professionalization, and mentoring. The work examines curricular characteristics and pedagogical content knowledge in economics, biology, and physical chemistry, along with education for sustainable development as a significant cross-sectional theme. The findings illuminate both similarities and distinct challenges faced within the educational, historical, socio-political, and institutional contexts of South Africa and Germany. They highlight the ongoing efforts to optimally prepare future teachers and showcase the Wits School of Education and Tübingen School of Education as proactive entities in advancing teacher education through research, relevance, and responsibility. Successful international collaboration fosters new insights, enhances global awareness, and promotes mutual understanding in academia. The Wits School of Education and Tübingen School of Education express gratitude for the support from the German Academic Exchange Service (DAAD), the University of Tübingen's excellence funding, and the Global South Center. Key contributors include Elisabeth Hofmann, Elizabeth Mavhunga, Thorsten Bohl