Jun 23, 2023
Career choice determines students' expectations of teacher training courses
At the beginning of their studies, many student teachers have expectations and ideas about studying to become a teacher that do not correspond to reality. This is possibly due to the fact that prospective students inform themselves more about the desired profession than about the content and structure of the teacher training course. This is indicated by the results of a survey conducted by the ZLSB among more than 650 first-year students on teacher training courses at TU Dresden.
Unrealistic expectations are widespread, both in terms of course content and study conditions. For example, 70 percent of those surveyed assume that they will be able to acquire all the skills required for the teaching profession at university. Many are apparently unaware that the teacher training course is only the first of two phases of teacher training. However, qualification for the profession is only complete at the end of the preparatory service that follows the degree course. More than one in two students believe that the course content corresponds to the school curriculum in the respective teaching subject. However, this is not the case. Instead, the content of the degree course is based on the level of knowledge and academic discourse in the respective discipline. More than half of those surveyed also expect the course to provide guidance on how to behave as a teacher. Even with regard to this assumption, the expectations of many students will not be fulfilled, as the degree course is not professional training that provides the tools for practicing the profession. On completion of their studies, graduates possess not only in-depth specialist knowledge, but above all the skills to analyze and understand learning and teaching processes, to critically reflect on and further develop their own professional actions as teachers and to find their own solutions to new pedagogical challenges.
Only a minority of students expect student teachers to frequently attend courses that are also aimed at students in the respective discipline. More than half of those surveyed expect to attend courses that are specifically tailored to student teachers. Only a few students are also aware of the fact that the lecturers at the university are academics.
"The fact that many first-year students are not sufficiently aware of the structure and objectives of teacher training courses becomes clear when you look at the findings on the information behavior of respondents before starting their studies," explains Anna Schwalbe, who conducted the survey. "There is much to suggest that career choice, rather than study choice, was at the heart of the decision-making process. As a result, many first-year students have obviously not informed themselves in detail about the structure and content of teacher training courses."
If students are now confronted with academic degree programs in which practical school phases and concrete professional relevance only make up a limited proportion, this can lead to disappointment, frustration and dissatisfaction. Studies show, however, that realistic expectations contribute to academic success. With this in mind, TU Dresden is keen to prevent common misunderstandings and misconceptions about studying by providing information in a targeted manner.
Rolf Puderbach, who coordinates the accompanying research on teacher training courses at the ZLSB, emphasizes: "Even transparency about the intentions of the course cannot completely dispel the widespread criticism that teacher training courses lack professional relevance and school practice. However, we assume that it will increase students' motivation and learning success if they can understand the learning objectives and structure of the teacher training course."
The ZLSB's Teacher Academic Affairs Office already provides a wide range of information on teacher training for prospective and current students. The findings of the survey indicate which features of teacher training courses need to be emphasized even more clearly in future information tools and counselling sessions. The next ZLSB surveys will show to what extent the expectations of first-year students will be more realistic in the future.