Teacher training

from Wikipedia, the free encyclopedia

The teacher training includes the education, training and further training of teachers in various forms. Teacher education is about professional acquisition of the skills required to teach , educate , assess and innovate .

Teacher training in various educational systems

Internationally, teacher training differs considerably. There are education systems like in the Federal Republic of Germany with very long training (depending on the teaching post at least five to seven years) and low obligation for further training and others with shorter training, short (12 months in the education system in the Netherlands ) or lacking preparatory service and compensatory higher Compulsory training. In some countries, single-subject teachers are common (e.g. education system in France , education system in Russia ), others require at least two subjects or strive for general teaching ability for certain levels such as primary level . Some education systems rely on a high level of specialist training at university level (school teachers in Germany), others try to strengthen pedagogical qualifications.

In the history of education the historical development of teacher training as one of the main features is examined by education systems. In Germany, the comparison with the former education system of the GDR is constant, especially among East Germans. There, teacher training was centrally standardized, training was single-phase and advanced training was compulsory, but entirely in the service of a state ideology.


Phases of teacher training

In the Federal Republic of Germany a distinction is made between the following phases of teacher training:

Then follow

  • Teacher training (engl. Teachers' advanced training ) in various ownership, recognition by Institute state of formation is a prerequisite for service departments liberation; sometimes referred to as the “third phase” of teacher training
  • Teacher training ( in-service Further Training for teachers ) as a special form of Educators new to the acquisition teaching qualifications (eg. As another school subject, qualification as a counselor ... about tests, certificates) by the country's Insitute of the federal states or colleges

In almost all federal states, teacher training is differentiated according to school types and school levels .

State institutes for teacher training

A center for teacher training exists at many German universities in order to better coordinate teacher training in phase I.

In the GDR, an institute for teacher training trained lower-level teachers in initial training in many places .

The Central Institute for Education and Teaching , which was active throughout the Reich and based in Prussia, was a model for many institutions since 1915 .

Legal bases

Teacher training is regulated differently in the German federal states. For the most part, there are teacher training laws , and in some cases additional ordinances are issued on this basis .

Legal basis using the example of Bavaria

  • Bavarian Teacher Education Act (BayLBG)
  • Teaching Examination Regulations I (LPO I) and Teaching Examination Regulations II (LPO II)
  • Admission and training regulations for the respective teaching posts
    • Admission and training regulations for teaching at primary schools and teaching at secondary schools (ZALGH)
    • Admission and training regulations for teaching at special schools (ZALS)
    • Admission and training regulations for teaching at secondary schools (ZALR)
    • Admission and training regulations for teaching at grammar schools (ZALG)
    • Admission and training regulations for teaching at vocational schools (ZALB)
  • The obligation for advanced training is regulated in Art. 20 Para. 2 BayLBG. It is deemed to have been fulfilled if further training to the extent of twelve further training days is proven within four years. A day of advanced training should be based on a guideline value of around 5 hours of 60 minutes each. Events at all levels of state advanced training or events by so-called external providers can be attended and brought in to meet personal training obligations. At least one third of the total amount is to be included in the document requirement as in-house teacher training.

See also


  • Jeanette Böhme, Colin Cramer, Christoph Bressler (eds.): Educational science and teacher training in conflict !? Relationship determinations, challenges and perspectives. Klinkhardt, Bad Heilbrunn 2018, ISBN 978-3-7815-2275-6 .
  • Colin Cramer: Research on the Teaching Profession. Systematisation and disciplinary positioning of a broad field of research. Klinkhardt, Bad Heilbrunn 2016, ISBN 978-3-7815-2089-9 .
  • Colin Cramer: Developing Professionalism in Teacher Education. Empirical findings on entry conditions, process features and training experience of student teachers. Klinkhardt, Bad Heilbrunn 2012, ISBN 978-3-7815-1862-9 .
  • Christine Freitag , Imke von Bargen (Ed.): Practical research in teacher training. LIT, Berlin / Münster 2012, ISBN 978-3-643-11834-9 .
  • Christine Freitag: Teacher training between specialist science, specialist didactics and general didactics. In: H. Macha, C. Solzbacher (ed.): What knowledge do teachers need? Teacher training from a pedagogical point of view. Bad Heilbrunn 2002, ISBN 3-7815-1192-8 , pp. 205-214.
  • Ewald Terhart (Hrsg.): Perspectives of teacher training in Germany: final report of the commission appointed by the Standing Conference. (= Beltz pedagogy ). Beltz, Weinheim et al. 2000, ISBN 3-407-25229-3 .
  • Benedikt Wisniewski : Psychology for teacher training . Klinkhardt, Bad Heilbrunn 2013, ISBN 978-3-8252-3989-3 .

Web links

Single receipts

  1. kmk.org
  2. The distinction between advanced and advanced training in the sense mentioned is not uniform
  3. ^ State institutes. Retrieved July 19, 2020 .
  4. Offers and Commitments. Retrieved July 20, 2020 .