Taschner: Teacher training will be shorter, more practice-oriented and meet the demands of the 21st century

2024-01-10 12:42:44

ÖVP education spokesman: Studying to become a teacher is desirable

Vienna (OTS) – “We are shortening teacher training and at the same time creating a modern course of study that meets the demands and requirements of schools in the 21st century.” That said today, Wednesday, ÖVP education spokesman Abg. Rudolf Taschner on the occasion of the presentation on the further development of teacher training by the government after the Council of Ministers. “The reform brings a shorter training period, more practical components, a better compatibility of teaching at schools and studying for a master’s degree, as well as a wide range of possible combinations of teaching subjects,” says Taschner, summarizing the key points. The review of the package presented starts today and lasts until mid-February.

The training of elementary school teachers previously took at least five years: at least eight semesters for the bachelor’s degree and two semesters for the master’s degree. For those who wanted to teach in middle schools, high schools, and middle and high schools, the training lasted at least six years: at least eight semesters for the bachelor’s degree and four semesters for the master’s degree. This was largely followed by a one-year induction phase.

The bachelor’s degree program will now be shortened to six semesters with a total of 180 ECTS points and will therefore be equated with the usual bachelor’s degree programs. To achieve the master’s degree, future primary school and secondary school teachers have to take 120 ECTS credits, which means the entire training can be completed in five years.

In addition, the induction phase in the part-time master’s degree is credited. Anyone who already works at school during their studies will have their practical experience credited towards their studies and will be relieved by improved accompanying offers. The competencies are also expanded with new focal points. New are mandatory courses in “Inclusive Pedagogy” and “German as a Second Language”. There should also be more part-time offers in the master’s program, more practical components and a better integration of theory and practice.

“This package makes it more desirable to study teaching and theory and practice are better coordinated,” Taschner concluded. (Ending)