The rector made it clear that the necessary skills for teacher training are already available at the universities of teacher. She emphasized that the decision to change the training structures, especially in the integration of teacher training, will depend heavily on political will. In this context, the government program of the black-red-pink coalition contains positive approaches to support the autonomy of educational universities.
new perspectives for teacher training
Andreas Schnider, chairman of the quality assurance council for educational education, emphasizes that the universities of teacher should act as independent units that can operate with the universities at eye level. This is accompanied by the current discussion about student needs and the requirements of modern teacher training. For example, new study plans for the training of elementary school teachers in Tyrol and Vorarlberg come into force in October 2025.
The new plans follow an innovative requirement profile that goes beyond pure specialist knowledge. Future teachers should be able to take into account cultural differences and language barriers and to react appropriately to the challenges of diversity and digital topics. This main focus is also confirmed by Elisabeth Haas (PH Vorarlberg) and Nikolaus Janovsky (Church PH Edith Stein), which emphasize the importance of the new study plans with regard to dealing with cultural and religious differences as well as topics such as sustainability.
The role of the universities of pedagogical universities
educational universities in Germany and especially in Baden-Württemberg, where they have received university structures, train teachers for primary, secondary, special and secondary schools, but not for high schools. Here the phs are equivalent to universities, which leads to a professional upgrading of teacher training. In other federal states, on the other hand, many universities of pedagogical schools have been converted or integrated in universities between the 1960s and 1990s. A well-known example is the conversion of elementary school teacher training in Bavaria in 1958.
The educational offer at educational universities comprises all age groups and prepares the students for school and extra -curricular educational professions. The training includes both practical and theoretical aspects, whereby compulsory subjects such as pedagogy, psychology and didactics are part of the curricula. This comprehensive training, combined with practical teaching attempts in schools, ensures that the prospective teachers are optimally prepared for their future challenges.
The need for adequate training is documented by the historical development of teacher training in Germany and Austria. Pedagogy has been established at universities since the 18th century, while special training locations such as teacher seminars and academies experienced different roots and surroundings. The path from the teachers of the past to today's educational universities shows the constant change and adaptation to the needs of the educational landscape.
The potential of the universities of pedagogical universities in Austria and Germany remains a central aspect in the discussions about the professionalism of teacher training and the future challenges of the educational landscape.
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