Submissions
Submission Preparation Checklist
As part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.- The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).
- The submission file is in OpenOffice, Microsoft Word, or RTF document file format.
- Where available, URLs for the references have been provided.
- The text is single-spaced; uses a 12-point font; employs italics, rather than underlining (except with URL addresses); and all illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end.
- The text adheres to the stylistic and bibliographic requirements outlined in the Author Guidelines.
Teaching Materials
Die HLZ veröffentlicht wissenschaftlich fundierte Beiträge zur Unterstützung der Lehrer*innenbildung in allen drei Phasen in gebündelter und für eine Nachnutzung aufbereiteter Form.
In der Regel umfasst ein hochschuldidaktischer Beitrag eine gesamte Veranstaltung (Vorlesung, Seminar) im Umfang von i.d.R. 15 Doppelstunden à 90 Minuten (je nach Standort / Land kann dieser Umfang über- oder unterschritten werden). Ein Beitrag dieser Art kann sich darüber hinaus auch auf Veranstaltungen mit anderen Formaten in der zweiten und dritten Phase der Lehrer*innenbildung beziehen. Die o.g. Punkte sind jeweils für die Veranstaltung insgesamt sowie in angemessener Granulierung für einzelne Phasen / Abschnitte / Sitzungen zu bearbeiten. Beiträge können in Form von E-Learning Modulen mit Begleittextenpder anderen Materilaien eingereicht werden.
Ein hochschuldidaktischer Beitrag kann auch modular ausgerichtet sein, also sich auf in der Regel eine oder mehrere thematisch abgegrenzte Seminar- oder Vorlesungssitzung(en) (à 90 Minuten) oder Teile einer Fort- / Weiterbildungsveranstaltung beziehen. Es kann sich dabei u.U. auch um Sequenzen oder Aktivitäten handeln, die weniger als eine Sitzung umfassen.Für die Veröffentlichung von Arbeitsmaterialien prüfen Sie bitte die Publikationsmöglichkeiten bei unseren Schwesterzeitschriften: bei der Materialwerkstatt oder in Praxisforschung Lehrerinnenbildung!
Empirische Beiträge zu Grundlagen, Rahmenbedingungen und Herausforderungen
Ein empirischer Beitrag orientiert sich an dem klassischen Aufbau wissenschaftlicher Aufsätze bzw. Artikel (vgl. z.B. die Richtlinien der Manuskriptgestaltung der Deutschen Gesellschaft für Psychologie). Empirische Beiträge können auch ausgewählte studentische Arbeiten sein. Empirische Beiträge werden von zwei Fachexpert*nnen und eine/r Herausgeber*n anonym begutachtet.
Theoretische Beiträge zu Grundlagen, Rahmenbedingungen und Herausforderungen
Mit einem theoretischen Beitrag soll eine theoretische und/oder praxeologische Frage aufgegriffen und diskutiert werden. Diese Beitragsart kann für alle Arten nicht-empirischer Papiere genutzt werden. Möglich sind z.B. Einführungen in zentrale Lerninhalte, Streitschriften, Übersichten zu verschiedenen Perspektiven auf Lehrer*nnenbildung usw. Dabei können und sollen nicht zuletzt disziplinspezifische Zugänge thematisiert werden. Ein Diskussionspapier sollte an Standards der wissenschaftlichen Arbeit orientiert sein, eine konkrete Fragestellung und/oder Thematik bearbeiten und eine klare Botschaft an die Leserschaft enthalten. Theoretische Beiträge werden von zwei Fachexpert*nnen und eine/r Herausgeber*n anonym begutachtet.
Copyright Notice
Authors who wish to publish in this journal agree to the following conditions: The authors retain the copyright and allow the HLZ to publish the work for the first time under a Creative Commons Attribution-ShareAlike licence (CC BY-SA), which allows others to use, edit and redistribute the work under the same conditions, provided the authorship and the first publication in this journal are acknowledged.
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