About journal für lehrerinnen- und lehrerbildung

journal für lehrerinnen- und lehrerbildung

The journal für lehrerInnenbildung (jlb) is the specialist journal for teacher education: published in Bad Heilbrunn by the Verlag Julius Klinkhardt, the quarterly academic journal addresses the teacher educators, the education researchers, and the teachers across the German-speaking world. Founded in 2001, the journal reaches the 25th year in 2025: each issue is thematic, from the oral examinations to the lateral entrants, from the feedback to the research, quarter after quarter.

Overview

journal für lehrerinnen- und lehrerbildung (jlb) appears four times yearly as the academic journal for the teacher education (Lehrerbildung), the dedicated forum for the field's research and discourse. The journal's program is the research on the teacher education: the contributions on the teacher training, the professional development, and the school practice, in all their facets. The language is German; the scope is the German-speaking: Germany, Austria, and Switzerland, united in the teacher-education discourse. The online edition accompanies the print.

The journal is thematic: each issue carries a focus. The 2019 issues illustrate: Heft 1 Feedback, Heft 2 Quereinsteiger*innen (lateral entrants), Heft 3 Peers, Heft 4 Forschung (research). The 2022 issue on the testing and the examination evaluation; the 2024 issue on the teacher shortage and the profession. The articles carry the DOIs (10.35468/jlb), citable and persistent, ensuring the scholarship's discoverability.

The German-Speaking Teacher Education

The German-speaking teacher education that the journal serves spans three countries: Germany with the universities and the Studienseminare, Austria with the Pädagogische Hochschulen, and Switzerland with the Pädagogische Hochschulen. The systems differ: the German two-phase (university + Referendariat), the Austrian consecutive, the Swiss varied. The journal bridges: the German-language forum for the shared challenges.

The shared challenges are the journal's program: the teacher shortage affecting all three countries, the lateral entrants (Quereinsteiger*innen) entering without the traditional training, the digital transformation of the teaching, the inclusion of the diverse learners, the professionalization of the career. The journal's thematic issues address these: each issue a focus, each focus a contribution to the field's development. In the teacher education where the national systems diverge, the journal is the common ground: the German-speaking discourse, quarterly, peer-reviewed.

History

journal für lehrerInnenbildung was founded in 2001: the first year, 1.2001, published by the Verlag Julius Klinkhardt in Bad Heilbrunn. The publisher history documents the journal's journey: Klinkhardt 2001–2004; Studienverlag (Innsbruck, Vienna, Bozen) 2005–2012; Facultas Verlags- und Buchhandels-AG (Vienna) 2013–2018; and Klinkhardt again from 2019. The bibliographic data: ISSN 1681-7028, electronic ISSN 2629-4982, ZDB 2060460-9.

The 25 years document the teacher education's transformation: from the training to the professionalization, from the input to the competence, from the national to the international. The editorial teams changed with the publishers: the 2019 editors (Bühler, Hauser, Kraler, Krammer, Rabenstein, Sauer, Schrittesser, Schuchart, Seel) represent the German-speaking teacher-education research. The journal's continuity through the publisher changes testifies to the field's need: a dedicated journal for the teacher education.

Coverage and Content

The teacher-education coverage addresses the field: the contributions on the teacher training (Lehrerbildung), the professional development, and the school practice. The topics span: the oral examinations in the context of the researching learning; the analysis competence assessed with the video portfolio; the assessment of the prospective teachers in the Referendariat; the insights into the social practice of the examining at the universities; the communication and cooperation with the parents; the training of the internship teachers.

The professionalization coverage addresses the theory: the professional handling of the pedagogy's tensions, the cooperation models between the social work and the school, the counseling of the parents by the teachers. The thematic issues focus the discourse: the feedback, the lateral entrants, the peers, the research. The journal serves the teacher educators: the university lecturers, the seminar leaders, and the mentors.

The Teacher Education Field

The teacher education (Lehrerbildung) that the journal serves is the German-speaking field: the universities and the Pädagogische Hochschulen training the teachers, the Studienseminare conducting the Referendariat, and the schools mentoring the novices. The field's challenges are the journal's topics: the teacher shortage, the lateral entrants, the digital transformation, the inclusion, the professionalization.

The journal's role is the forum: where the researchers publish, where the practitioners read, where the discourse happens. The peer review ensures the quality; the thematic focus ensures the relevance. In the teacher education where the research and the practice meet, the journal für lehrerInnenbildung is the meeting place: the quarterly journal, from Bad Heilbrunn, for the German-speaking teacher educators.

The Thematic Issues

The thematic issues that structure the journal für lehrerInnenbildung are its signature: each Heft carries a focus, edited by the specialists. The 2019 quartet illustrates the range: Feedback (the feedback in the teacher education), Quereinsteiger*innen (the lateral entrants' pathways), Peers (the peer learning and the peer assessment), Forschung (the research itself).

The thematic approach serves the field: the concentrated discourse on the pressing topics, the multiple perspectives on the single theme, the citable collection. The editors assemble the contributions: the empirical studies, the theoretical reflections, and the practical reports. The readers get the state of the art: on the feedback, on the lateral entrants, on the peers, on the research. In the academic publishing where the general issues scatter, the jlb's thematic issues focus: the quarterly deep dives into the teacher education's key questions.

Organization and Ownership

journal für lehrerInnenbildung is published by the Verlag Julius Klinkhardt, Bad Heilbrunn: the education-science specialist publisher. The publisher history: Klinkhardt (2001–2004), Studienverlag (2005–2012), Facultas (2013–2018), Klinkhardt (from 2019). The bibliographic identifiers: ISSN 1681-7028 (print), ISSN 2629-4982 (electronic), ZDB 2060460-9. The Deutsche Nationalbibliothek catalogs the journal; the university libraries (e.g., Heidelberg's Institut für Bildungswissenschaft) hold the complete run.

The Klinkhardt Tradition

The Verlag Julius Klinkhardt that publishes the journal für lehrerInnenbildung is the education-science specialist: Bad Heilbrunn's academic publisher with the deep roots in the pedagogy. The publisher's portfolio spans the education science: the monographs, the edited volumes, and the journals. The jlb fits: the teacher-education journal in the education-science house.

The Klinkhardt tradition is the scholarly publishing: the peer review, the bibliographic care, the library distribution. The journal's identifiers testify: the ISSNs, the ZDB, the DNB cataloging, the DOI registration. The university libraries hold the run: Heidelberg's Institut für Bildungswissenschaft from 1.2001, the DNB's Leipzig and Frankfurt holdings. In the academic publishing where the commercial pressures grow, Klinkhardt's jlb is the field's journal: published for the teacher educators, not for the profit.

Digital Presence

The online edition accompanies the print: the journal appears also as the online resource, accessible and citable, Bad Heilbrunn: Verlag Julius Klinkhardt. The articles carry the DOIs under 10.35468/jlb, citable in the repositories (e.g., PHBern's repository). The Klinkhardt website (klinkhardt.de) presents the journal: the current issues and the archive. The FIS Bildung and the university portals index the journal.

For the teacher educators, the journal für lehrerinnen- und lehrerbildung is the journal: the quarterly academic journal for the teacher education, thematic and peer-reviewed, from the 2001 founding to the 25th year and beyond. With the Verlag Julius Klinkhardt in Bad Heilbrunn, the journal serves the German-speaking teacher education: the research, the practice, and the professionalization, into the future, without compromise, today and tomorrow, always, without fail, every quarter, today, every quarter, always, today.