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The leading jurisdictions are selecting their teachers from among the more capable of their high school graduates ...

„The leading jurisdictions are selecting their teachers from among the more capable of their high school graduates. They want to make sure that they are not only strong in academics, but that they can connect with young people and have a passion for teaching.“

Marc S. Tucker, Präsident des National Center on Education and the Economy, Vorwort zu Darling-Hammond u. a., „Empowered Educators“ (2017)

 

Finland has placed particular emphasis on effective recruitment strategies ...

„Finland has placed particular emphasis on effective recruitment strategies and strong teacher preparation.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 5

 

Das „Geheimnis“ weltweit herausragender Bildungssysteme ...

„Competitive salaries helped make the profession attractive to potential candidates, and high standards were set for entry into and graduation from initial teacher education programs. Together these helped raise the status of teaching, creating a virtuous cycle for ongoing recruitment.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 5f

 

All new teachers in Ontario working with trained mentors ...

Ontario: „Induction programs are particularly well developed, with all new teachers in Ontario working with trained mentors as part of the 2-year New Teacher Induction Program. Mentors and mentees receive shared release time for collaborative planning, classroom observation, or assessment of student work designed to enhance teachers‘ practice, efficacy, and support their commitment to continuous professioneal learning.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 31

 

High-performing systems view teaching as a profession that is attractive to enter ...

„High-performing systems view teaching as a profession, one that is attractive to enter and remain in and one that offers rewards – intrinsic and extrinsic – to those who excel. In doing so, the systems help ensure that well-qualified individuals go into teaching, thus enhancing the respect for the profession throughout society.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 182

 

Attractive teachers’ salaries help sustain the supply of highly-skilled teachers in the face of an ageing teacher workforce ...

„The education sector competes with other sectors for the best-qualified employees. Teachers’ salaries may strongly influence graduates’ choice to join the teaching profession, and teachers’ choice to stay in their job. Attractive teachers’ salaries hence help sustain the supply of highly-skilled teachers in the face of an ageing teacher workforce and/or a growing school-age population, and thus ensure that those with the greatest competencies for teaching choose their career path accordingly.“

OECD (Hrsg.), „Government at a Glance 2017“ (2017), S. 112

 

Finnland: Teaching is consistently the most admired profession ...

„Among young Finns, surveys of high school graduates show that teaching is consistently the most admired profession. […] Annually about 20,000 students apply for about 4,000 slots in teacher education institutions.“

Univ.-Prof. Dr. Linda Darling-Hammond u. a., „Empowered Educators“ (2017), S. 55

 

Students who wish to enter teacher-training programmes ...

In Finland, Hong-Kong (China), Macao (China) and Chinese Taipei, students who wish to enter teacher-training programmes must pass a competitive entry examination.

OECD (Hrsg.), What do we know about teachers selection and professional development in high-performing countries? (2017), S. 2

 

Singapore […] tries to recruit candidates from the top third of the secondary school graduating class ...

Singapore [] tries to recruit candidates from the top third of the secondary school graduating class and offers them attractive working conditions, such as a competitive monthly stipend during the training period.

OECD (Hrsg.), What do we know about teachers selection and professional development in high-performing countries? (2017), S. 4

 

Finnland: Lehrerausbildung sehr beliebt ...

Finnland: „Die Lehrerausbildung ist sehr beliebt, und es ist schwer, die Leistungsvoraussetzungen dafür zu erfüllen. So schafften 2014 nur rund 9 % der Kandidaten die Immatrikulationsprüfung an der Helsinkier Universität für die Ausbildung zum Klassenlehrer.“

Univ.-Prof. Dr. Pasi Sahlberg, finland.fi am 17. Juli 2016

 

Das mathematisch-didaktische Wissen der Lehrkraft korreliert mit Schülerleistungen ...

„Ergebnisse im mathematischen Bereich zeigen, dass das mathematisch-didaktische Wissen der Lehrkraft besonders hoch mit den Schülerleistungen korreliert.“

Institut der deutschen Wirtschaft Köln (Hrsg.), „Bildungsmonitor 2016“ (2016), S. 19

 

Teacher education in Finland remains very competitive ...

„Teacher education in Finland remains very competitive and is one of the most attractive educational programmes at tertiary level. For example, at the University of Helsinki only 7 % of applicants were accepted onto the primary school teacher programme in 2016.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2016 – Country analysis“ (2016), S. 93

 

Beginning teachers require comprehensive support ...

„Beginning teachers require comprehensive support in the transition to the workplace. They require intensive role modelling, mentoring and other forms of training to learn what good practice on the job involves.“

Dr. Ben Jensen u. a., „Beyond PD: Teacher Professional Learning in High-Performing Systems“ (2016), S. 29

 

Highly qualified candidates for the teaching profession ...

„The most successful education systems select and retain highly qualified candidates for the teaching profession and ensure that they are constantly improving.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 230

 

Entry to the five-year teacher education programme is highly competitive in Finland ...

Finnland: „Entry to the five-year teacher education programme is highly competitive, and education is rigorous, researchbased and combined with supervised teaching for at least one year in schools associated with the university.“

OECD (Hrsg.), „OECD Economic Surveys – Finland“ (2016), S. 84

 

Aus den PISA-Kontextfragen an SchulleiterInnen ...

„PISA finds that low performers in mathematics are more likely than students who perform at or above baseline Level 2 to attend schools that suffer from a lack of qualified teachers.“

OECD (Hrsg.), „Low-Performing Students“ (2016), S. 160

 

Welldesigned induction programmes improve teaching quality ...

„Research evidence shows that welldesigned induction programmes increase teacher retention and satisfaction and improve teaching quality.“

OECD (Hrsg.), „Netherlands 2016 – Foundations for the Future“ (2016), S. 102

 

Teachers in Singapore ...

„In Singapore, teachers have 20 % fewer teaching hours for the first three years of teaching and also receive mentoring support.“

OECD (Hrsg.), „Netherlands 2016 – Foundations for the Future“ (2016), S. 110

 

Subject-specific knowledge of teachers ...

„Many comparative studies have found the subject-specific knowledge of teachers to be one of the main teacher-related determinants of improved learning outcomes.“

OECD (Hrsg.), „Teaching Excellence through Professional Learning and Policy Reform“ (2016), S. 18

 

Top school systems ...

„Top school systems pay a great deal of attention to how they select their staff.“

OECD (Hrsg.), „Teaching Excellence through Professional Learning and Policy Reform“ (2016), S. 12

 

Numeracy skills of teachers ...

„In Japan and Finland, for example, the average teacher has better numeracy skills than the average college graduate while in the Czech Republic, Denmark, Estonia, the Slovak Republic and Sweden, the reverse is true.“

OECD (Hrsg.), „Teaching Excellence through Professional Learning and Policy Reform“ (2016), S. 12

 

Building high-quality teaching forces by recruiting the best ...

„Several top-performing countries, such as Finland and Korea, build high-quality teaching forces by recruiting the best high school graduates into education institutions.“

OECD (Hrsg.), „PISA in Focus“ Nr. 58, Dezember 2015, S. 2

 

Abbau von Spezialisierung in der Lehrerausbildung ...

„Was auch immer dem Wunsch nach Abbau von Spezialisierung in der Lehrerausbildung zu Grunde liegt – unterschätzte Bandbreite der Verschiedenheit, unterschätzte Komplexität der Verschiedenheit, unterschätzte Anforderungen, die die Verschiedenheit an die Fachlichkeit des Lehrers stellen oder aber die Überschätzung von Lehrern und/oder der Lehrerbildung – es ist immer ein Irrtum!“

Univ.-Prof. Dr. David-S. Di Fuccia, „Profil“ (Zeitung des dphv), November 2015, S. 24

 

Finland has managed to keep up the appreciation and attractiveness of the teaching profession ...

„Unlike other Nordic countries, Finland has managed to keep up the appreciation and attractiveness of the teaching profession, which is reflected in the high level of applicants for teacher education.“

Finnish Institute for Educational Reasearch (Hrsg.), „Mobility and transition of pedagogical expertise in Finland“ (2015), S. 20

 

Teacher education lost popularity in Sweden ...

Schweden: „Over time the attractiveness of the teacher profession declined and teacher education lost popularity. Declining teacher skills and an increasing share of teaching staff without adequate qualifications followed.“

Jon Kristian Pareliussen u. a., „Skills and Inclusive Growth in Sweden“ (2015), S. 19

 

Factors which have the potential to raise attractiveness of the profession ...

„More flexibility on working hours outside the classroom, increasing autonomy on ways to reach learning targets, enhancing coaching and feedback and increasing influence on issues concerning pupils and workplace are all factors which have the potential to raise teacher satisfaction and the attractiveness of the profession.“

Jon Kristian Pareliussen u. a., „Skills and Inclusive Growth in Sweden“ (2015), S. 20

 

The greatest returns for better education ...

„Policies to attract the best resources into teaching and ensure they receive high quality education and relevant opportunities for professional development are likely to bring the greatest returns for better education.“

Europäische Kommission (Hrsg.), „The Teaching and Learning International Survey (TALIS) 2013“ (2014), S. 9

 

Once new teachers start their career ...

„Once new teachers start their career, it is crucial to provide them with appropriate personal, social and professional support (induction) for a successful transition into the reality of working life at a school.“

EU-Kommission (Hrsg.), „Education and Training Monitor 2014“ (2014), S. 62

 

The most effective teachers have deep knowledge of the subjects ...

„The most effective teachers have deep knowledge of the subjects they teach, and when teachers’ knowledge falls below a certain level it is a significant impediment to students’ learning.“

Univ.-Prof. Dr. Robert Coe u. a., „What makes great teaching?“ (2014), S. 2

 

Relationship between measures of a teacher's knowledge and the gains ...

„A number of studies have found a relationship between measures of a teacher’s knowledge of the content they are teaching and the gains made by their students.“

Univ.-Prof. Dr. Robert Coe u. a., „What makes great teaching?“ (2014), S. 18

 

Participation in an induction programme ...

„Participation in an induction programme during a teacher’s first employment is positively related not only to the later decision to help other teachers by acting as a mentor but also to more intensively undertake professional development activities.“

OECD (Hrsg.), „TALIS 2013 Results“ (2014), S. 113

 

The countries that achieve the highest scores in international learning assessments ...

„The countries that achieve the highest scores in international learning assessments such as PISA and TIMSS emphasize mentoring of all newly qualified teachers, supported by additional resources targeted to their schools.“

UNESCO (Hrsg.), „Teaching and learning – Achieving quality for all“ (2014), S. 244

 

Singapore, Canada and Finland all set high standards ...

„Singapore, Canada and Finland all set high standards for their teacher-preparation programs in academic universities.“

Univ.-Prof. Dr. Pasi Sahlberg, Washington Post vom 15. Mai 2013

 

Teacher preparation is a powerful predictor of students’ achievement ...

„There is growing evidence that teacher preparation is a powerful predictor of students’ achievement, perhaps even overcoming socioeconomic and language background factors. To engage students in learning, teachers need to be well-prepared such that they have a solid mastery of the content in the subject to be taught and a repertoire of effective pedagogical approaches.“

IEA (Hrsg.), „TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade“ (2013), S. 114

 

Extend ECS programmes (Anm.: ECS = „Early career support“) beyond the first year of teaching ...

„Extend ECS programmes (Anm.: ECS = „Early career support“) beyond the first year of teaching service to the first two or three years. Reduce the number of classroom hours for new teachers, so as to facilitate their participation in ECS programmes.“

EU-Kommission (Hrsg.), „Study on Policy Measures to improve the Attractiveness of the Teaching Profession in Europe“ (2013), Teil 1, S. 14

 

Only the very best ...

„High levels of student learning and achievement will be partially achieved by teacher selection policies to ensure that only the very best people become educators and educational leaders.“

Univ.-Prof. Dr. David Hopkins, „Exploding the myths of school reform. CSE Seminar Papers No. 224“ (2013), S. 15f

 

Fachdidaktische Beweglichkeit durch fachliches Wissen ...

„Studien belegen, dass fachdidaktische Beweglichkeit erst entstehen kann, wenn die Lehrer ihr Fach wirklich erschlossen haben.“

Univ.-Prof. Dr. Gabriele Bellenberg, Pressemeldung vom 26. Jänner 2012

 

Fachlichkeit für einen erfolgreichen Unterricht ganz wichtig ...

„Die Forschungsbefunde, die uns vorliegen, zeigen eindeutig, dass die Fachlichkeit für einen erfolgreichen Unterricht ganz wichtig ist. Denn die Fachlichkeit ist Voraussetzung dafür, dass Lehrer überhaupt fachdidaktisch gute Entscheidungen treffen können.“

Univ.-Prof. Dr. Gabriele Bellenberg, Pressemeldung vom 26. Jänner 2012

 

Singapur: Initial education provides teachers with high subject content knowledge that is the equivalent of specialist degrees ...

Singapur: „Initial education provides teachers with high subject content knowledge that is the equivalent of specialist degrees. For example, mathematics teacher graduates receive the equivalent mathematics education as a student in a straight mathematics degree at other universities.“

Ben Jensen, „Learning from the best school systems in East Asia“ (2012), Seite 52

 

Importance of subject-matter knowledge ...

„Although experts may not be able to consensually define and measure all aspects of what it takes to teach well, all agree on the importance of subject-matter knowledge.“

IEA (Hrsg.), „Policy, Practice, and Readiness to Teach Primary and Secondary Mathematics in 17 Countries“ (2012), S. 20

 

Ein Lehrer muss sein Fach können ...

„Ein Lehrer muss sein Fach können, also den Stoff beherrschen, den er vermittelt. Das ist die Grundvoraussetzung. Und er muss den Stoff vermitteln können - Vermittlungswissen oder Vermittlungskompetenz haben.“

Univ.-Prof. Dr. Walter Herzog, Der Standard vom 2. Februar 2011

 

Hohe fachmathematische Kompetenzen unbedingt notwendig ...

„Hohe fachmathematische Kompetenzen sind unbedingt notwendig, um fachdidaktische Fähigkeiten zu erwerben.“

Univ.-Prof. Dr. Sigrid Blömeke, Die Presse vom 31. Jänner 2011

 

Teachers in Finland must be fully certified ...

„Teachers in Finland must be fully certified at the university level in the areas of their expertise. Teachers of math must be fully trained, university-level mathematicians. This might seem simple common sense. How can one teach what one does not understand?“

Univ.-Prof. Charles Sabel u.a., „Individualized Service Provision in the New Welfare State - Lessons from Special Education in Finland“ (2011), S. 58

 

The better a teacher understands a topic in math ...

„The better a teacher understands a topic in math, or a type of poetry, the more ways he can approach it; and the more ways he can approach it, the easier it is to find a way that is comprehensible to someone who finds the standard approach unhelpful.“

Univ.-Prof. Charles Sabel u.a., „Individualized Service Provision in the New Welfare State - Lessons from Special Education in Finland“ (2011), S. 58f

 

Real mastery of a subject is flexibility ...

„Real mastery of a subject is flexibility (among other things) in applying it; and lack of mastery is manifest as rigidity – the need to do the things one can do a certain way, and an inability easily to add new things to one’s repertoire.“

Univ.-Prof. Charles Sabel u.a., „Individualized Service Provision in the New Welfare State - Lessons from Special Education in Finland“ (2011), S. 59

 

Solide Wissensbasis in der jeweiligen Unterrichtsdomäne ...

„In der einschlägigen Fachliteratur besteht Übereinstimmung darüber, dass eine solide Wissensbasis in der jeweiligen Unterrichtsdomäne eine zentrale Komponente der professionellen Kompetenz von Lehrkräften darstellt.“

Univ.-Prof. Dr. Mareike Kunter u.a., „Professionelle Kompetenz von Lehrkräften“ (2011), S. 164

          

Sowohl Fachwissen als auch fachdidaktisches Wissen ...

„COACTIV hat gezeigt, dass sowohl Fachwissen als auch fachdidaktisches Wissen im hohen Maße ausbildungsabhängig sind, wobei Lücken im Fachwissen kaum durch fachdidaktisches Wissen kompensiert werden können.“

Univ.-Prof. Dr. Mareike Kunter u.a., „Professionelle Kompetenz von Lehrkräften“ (2011), S. 185

 

Eine profunde Wissensbasis ...

„Eine profunde Wissensbasis – bestehend aus fachunabhängigen und fachspezifischen Anteilen – wird als notwendig angesehen, um qualitativ hochwertige Lernumgebungen zu schaffen, in denen die Schülerinnen und Schüler zu verständnisvollen Lernprozessen angeregt werden.“

Univ.-Prof. Dr. Mareike Kunter u.a., „Professionelle Kompetenz von Lehrkräften“ (2011), S. 199

 

Fachdidaktisches Wissen und Können für den Leistungsfortschritt der Schüler verantwortlich ...

„Für das Anregungspotenzial des Unterrichts, die konstruktive Unterstützung bei Lernschwierigkeiten und den Leistungsfortschritt der Schüler sind spezifisches fachdidaktisches Wissen und Können verantwortlich.“

Univ.-Prof. Dr. Jürgen Baumert, Der Spiegel vom 14. Juni 2010

 

Reduction in workload essential for beginning teachers ...

„For beginning teachers it is essential that they have a reduction in their workload, without reducing their salaries. […] Mentors too need to be provided with sufficient time for their duties.“

EU-Kommission (Hrsg.), „Developing coherent and system-wide induction programmes for beginning teachers“ (2010), S. 22