Herausforderungen und Gestaltungsfragen für die berufliche Bildung

In two partial analyses, this article examines the overarching question of the extent to which the flexibilization of access to the teaching profession leads to expected deprofessionalization tendencies against the background of quality requirements for studies and the teaching profession. Both analyses are situated in the Swiss context. Vocational baccalaureate students, in contrast to baccalaureate students at grammar schools and specialist baccalaureate students with a pedagogical occupational field, have to pass an entrance examination in addition to their baccalaureate certificate to gain access to universities of teacher education. The curricular analysis of a possible examination decree and the inclusion of indicators of academic success at universities of teacher education show that there is a risk of deprofessionalization due to the softening of academic requirements for admission. In the second analysis, using data from the LINCA leading house, the effects of different training paths of commercial school teachers on their subject knowledge and subject didactic knowledge recorded by means of subject tests are examined. No systematic differences were found. The findings of both partial analyses are placed in the article in the context of the current debate on the quality of teacher training in the context of the current teacher shortage.