Geography Teacher Training in Transition: Subject-Specific Concepts and Open Educational Practices in the Context of the Frankfurt Triangle for Education in the Digitally Networked World

Fachkonzepte und offene Bildungspraktiken im Kontext des Frankfurt-Dreiecks zu Bildung in der digital vernetzten Welt

Abstract

The article analyzes the implementation of digital subject-specific concepts and open educational practices in geography teacher training. We use the analytical framework of the Frankfurt Triangle for education in the digitally networked world. The results show that a holistic consideration of both individual and institutional factors is necessary to address the challenges of digitality and promote innovative approaches. This contribution offers new perspectives for a future-oriented teacher education in geography.