@inproceedings{BorowskiGlowinskiFristeretal.2018,
  author    = {Borowski, Andreas and Glowinski, Ingrid and Frister, Jonas and H{\"o}ttecke, Dietmar and Buth, Katrin and Koenen, Jenna and Masanek, Nicole and Reichwein, Wilko and Scholten, Nina and Sprenger, Sandra and Stender, Peter and W{\"o}hlke, Carina and Komorek, Michael and Freckmann, Janine and Hofmann, Josefine and Niesel, Verena and Richter, Chris and Mehlmann, Nelli and Bikner-Ahsbahs, Angelika and Unverricht, Katja and Schanze, Sascha and Bittorf, Robert Marten and Meier, Monique and Grospietsch, Finja and Mayer, J{\"u}rgen and Gimbel, Katharina and Ziepprecht, Kathrin and Hofmann, Judith and Kramer, Charlotte and M{\"u}ller, Britta-Kornelia and Rohde, Andreas and Z{\"u}hlsdorf, Felix and Winkler, Iris and Laging, Ralf and Peter, Carina and Schween, Michael and H{\"a}rle, Gerhard and Busse, Beatrix and Mahner, Sebastian and K{\"o}stler, Verena and Kufner, Sabrina and M{\"a}gdefrau, Jutta and M{\"u}ller, Christian and Beck, Christina and Kriehuber, Eva and Boch, Florian and Engl, Anna-Teresa and Helzel, Andreas and Pickert, Tina and Reiter, Christian and Blasini, Bettina and Nerdel, Claudia and Lewalter, Doris and Schiffhauer, Silke and Richter-Gebert, J{\"u}rgen and Bannert, Maria and Maahs, Mirjam and Reißner, Maria and Ungar, Patrizia and von Wachter, Jana-Kristin and Hellmann, Katharina and Zaki, Katja and Pohlenz, Philipp},
  title     = {Koh{\"a}renz in der universit{\"a}ren Lehrerbildung},
  editor    = {Glowinski, Ingrid and Borowski, Andreas and Gillen, Julia and Schanze, Sascha and von Meien, Joachim},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-438-8},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-414267},
  year      = {2018},
  abstract  = {One area that is supported by the project "Qualit{\"a}tsoffensive Lehrerbildung" (funded by BMBF) is the improvement of collaboration and coordination between studies in the discipline, studies in pedagogical content knowledge, and studies in pedagogical knowledge during teacher education at university. Aiming a better coordination among these three parts of teacher education at university, many of the supported projects have designed and realized university-specific approaches. This conference proceedings volume comprises contributions by 15 of these projects. Seven of those were introduced and discussed in workshops on the occasion of two cross-regional project-conferences in Hannover and Potsdam. Overall, the contributions give a theoretically funded as well as a practice-oriented overview of current approaches and concepts to achieve a better connection between study units concerning studies in content knowledge, pedagogical content knowledge and pedagogical knowledge in teacher education. The volume presents university projects, which take effect on different levels (at the level of curriculum and content, at a collegiate level, at the level of structural conditions of universities). The different approaches are described in a way that they can provide a basis for transfer to other subjects or further universities. The contributions are aimed at teacher educators as well as other actors working in the field of teaching- and quality development at universities. All of them can take transferable ideas and impulses from the described concepts and formats.},
  language  = {de}
}
@article{EsguerraBeckLidskog2017,
  author    = {Esguerra, Alejandro and Beck, Silke and Lidskog, Rolf},
  title     = {Stakeholder Engagement in the Making},
  series = {Global environmental politics},
  volume    = {17},
  journal   = {Global environmental politics},
  publisher = {MIT Press},
  address   = {Cambridge},
  issn      = {1526-3800},
  doi       = {10.1162/GLEP_a_00390},
  pages     = {59 -- 76},
  year      = {2017},
  abstract  = {A growing number of expert organizations aim to provide knowledge for global environmental policy-making. Recently, there have also been explicit calls for stakeholder engagement at the global level to make scientific knowledge relevant and usable on the ground. The newly established Intergovernmental Platform on Biodiversity and Ecosystem Services (IPBES) is one of the first international expert organizations to have systematically developed a strategy for stakeholder engagement in its own right. In this article, we analyze the emergence of this strategy. Employing the concept politics of legitimation, we examine how and for what reasons stakeholder engagement was introduced, justified, and finally endorsed, as well as its effects. The article explores the process of institutionalizing stakeholder engagement, as well as reconstructing the contestation of the operative norms (membership, tasks, and accountability) regulating the rules for this engagement. We conclude by discussing the broader importance of the findings for IPBES, as well as for international expert organizations in general.},
  language  = {en}
}