Speaker
Description
Teacher quality significantly impacts student learning outcomes in physics. While traditional teacher education programs emphasize the development of professional competencies, alternative pathways, like the “Quereinstieg” in Austria and Germany, are increasingly common due to teacher shortages. Surprisingly, existing research suggests comparable teaching quality between traditionally and alternatively qualified teachers. However, methodological limitations challenge the validity of these findings. Addressing this gap, our study examines differences in professional knowledge and action-related skills between teacher candidates, traditionally and alternatively qualified teachers in Austria, focusing on physics. We especially anticipate differences in explaining and reflection skills of traditionally and alternatively qualified teachers.
| How would you like to present your contribution? | Live in Kraków (time slot to be allotted based on the programme) |
|---|---|
| Target education level | University |
| Category | Formal Education |
