New publication reveals how teacher training is coordinated within German universities
Since 2000, HEIs have increasingly created dedicated coordination centres for teacher training. The fifth publication by Monitor Lehrerbildung, released today, provides an up-to-date overview of the resources and competencies these central structures have, as well as presenting real-life examples and possible developments.
One in seven students at German universities and teacher training colleges is training to become a teacher. And yet until the year 2000, the large group of teacher training students rarely had a specialised contact point or representation of interests apart from the subject disciplines at their respective HEIs. As a result, subject disciplines, subject didactics and education sciences frequently existed side-by-side in isolation, and the various phases involved in teacher training were often poorly coordinated.
In the meantime, all of the HEIs in Germany that took part in the Monitor Lehrerbildung survey have established coordination centres for teacher training. Examples of the tasks performed at such centres include advising teacher training students or supervising internships. Two of the 67 HEIs surveyed have a dedicated Faculty of Teacher Training. The other respondents count on so-called teacher training centres, schools of education or similar institutions. However, the name given to such coordination centres is less important than the perception of the roles they play, their capacity to act and their level of resources. In this regard, the HEIs differ considerably.
Cover of the fifth publication issued by Monitor Lehrerbildung
A differentiated picture emerges concerning the human resources available to the respective centres and their decision-making powers, for example when it comes to assuming responsibility for personnel issues. Appointment processes are held under the auspices of teacher training centres in just two of the 59 HEIs that responded to this question. In contrast, the faculties or departments are responsible for appointing new professors in the area of teacher training at more than half of the HEIs.
For this reason, in their publication entitled “Form follows function?! – Strukturen für eine professionelle Lehrerbildung” (Form follows function?! – Structures for professional teacher training), which was released today, experts from Monitor Lehrerbildung are calling for the significance of teacher training to be reflected to a greater extent in internal university structures. According to the experts, establishing teacher training centres and schools of education is an important step in the right direction, but even more has to be done now in order to give these units an effective focus. Such measures include not only clarifying strategic objectives and providing the centres with extensive structural scope and decision-making powers but also, not least, strengthening the institutions in terms of financial and human resources.
About the publication The publication entitled “Form follows function?! – Strukturen für eine professionelle Lehrerbildung” is a special publication released in the context of Monitor Lehrerbildung. The publication is based on data obtained from a survey conducted among 67 of the 71 German HEIs involved in training students to become teachers, covering all 16 federal states. The publication, which also includes opinions of experts and real-life examples, can be downloaded free of charge at www.monitor-lehrerbildung.de.
Information about Monitor LehrerbildungMonitor Lehrerbildung is the only teacher training database. This database at www.monitor-lehrerbildung.de provides a clear presentation of over 8,500 relevant data and facts concerning the first phase of teacher training in Germany. Monitor Lehrerbildung is a joint project of the Bertelsmann Stiftung, the CHE Centre for Higher Education, the Deutsche Telekom Stiftung and the Stifterverband für die Deutsche Wissenschaft.
Further Information can be found in the publication stated below.