About the effectiveness of further teacher education in Switzerland

Abstract The area of further teacher education is rarely explored in the German-speaking countries. The few existing studies primarily show one problem: The transfer of contents of further teacher education into lessons seems to be very difficult (transfer problem). Based on these findings, this research project deals with the question how effective vocational schools in the Canton of Zurich organise and implement their school-intern further teacher education. For this purpose the teaching staff of six vocational schools was interviewed by using triangulation technique in terms of combining quantitative and qualitative methods. The results reveal that a huge discrepancy between the surveyed schools in terms of impact of school-intern further teacher education exists. While some schools organise the contents of their further teacher education according to their school programme, others choose them rather selectively. Above that, the study shows that the questioned teachers do not think that school-intern further teacher education has any positive effects on their lessons at all. Thus, they do not want any support in transferring the contents into their lessons. In this respect, when it comes to further teacher education, not only the transfer problem exists but on part of the teachers above all there is an effectiveness issue.

Abstract licence: CC BY

A person counts once a day per paper. We keep no cookie and no address: a reader is a hash that changes every day. Any month under five reads shows no number.