From Best Practice to Next Practice: A Shift through Research-Based Teacher Education

Christian Kraler, Michael Schratz


The question on the formation of teacher education can never be solved once and for all. As part of our formal education system, teacher education is embedded in a complex network of social developments, political interest, national cultures and traditions. What we can do is to search for temporarily adequate answers within a system. In this context, the critical question is usually: how can the existing system be developed and changed in such a way that it can face the emerging challenges of education? In this paper, we describe how change and development can be implemented by combining a teacher education programme with research on teacher education in a special way. Research, teacher education practice and curriculum development thus evolve in an interacting co-evolutionary way. The Austrian system of teacher education is used as an example, focusing on the programme at the University of Innsbruck. By describing the crucial steps of our development and presenting the main research findings we discuss basic questions of today’s teacher education. As a consequence, we conclude that the paradigmatic shift from teaching to learning within teacher education programmes and personalisation represent a promising way for teacher education in the second decade of the 21st century.

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Editor-in-Chief: Prof Norbert Pachler
UCL Institute of Education, University College London
ISSN 1746-9082

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