Teaching and learning, the twin pillars of initial teacher training - viewed as a development-focused dialogue characterised by respect for the individual - epitomise the environment in which the training of teachers for primary, secondary and special needs school takes place. The staff of the Institute are committed to supporting students in all matters relating to their choice of professional pathways and training. This commitment is based on a Christian view of humans and the transmission of humanities-oriented values. A central role is assigned to standards of teaching and to fostering autonomous, reative and reflective work on the part of the students. The Institute atmosphere is characterised by mutual respect, willingness to continually develop professionally, and readiness to work hard towards the goals set. Further distinguishing features: respect for the resources of each individual and a participative culture of management, with both teachers and students having a say in matters relating to the Institute.
The Institute offers QTS (new) courses for primary, special needs school, and new secondary school (being phased out). After an obligatory four-week induction phase designed to provide new students with information and orientation in matters of their future profession, the courses impart the requisite fundamentals of human sciences, subject studies/methodology, supplementary studies and school experience. Practice-orientation and continuous school experience throughout all initial training courses, from the first term onwards, are distinguishing features.
These are the focal points in teacher training:
- Interlinked course content to ensure a holistic education
- Innovative modes of learning
- Individualisation and differentiation as fundamental methodological tenets
- Specialisms and electives
The scope of courses on offer for future primary/lower secondary school teachers aims at professionalism shaped by the interplay of personality, subject expertise and pedagogical challenges.
... the future
In light of the fact that the demands on school and teachers have undergone a radical change, a change that is likely to continue, these issues are central to ensuring a closer fit between training and classroom reality: In curriculum development, increased interdisciplinarity aims at a closer link between theory and practice to safeguard coherent knowledge. Which also entails a switch from simply 'imparting knowledge' to 'gaining competencies'.
In order to be able to assess a student’s aptitude for a teaching career at the start of the course and again at the end of the first year of their training, it is necessary to fine-tune existing concepts. Practice relevance and theoretical discourse also cover the sensitive issue of migration: the focus is on integrating the topic into the respective curricula, together with concomitant questions and potential scope for action.