Die Wirksamkeit von Lehrer*innenfortbildung aus der Sicht der Fortbildner*innen

Abstract

This paper discusses the effectiveness of teacher training and perceived expectations from the perspective of the trainers. The sparse research on this topic led to the project idea to focus the research on in-service training. In 2018 a team from four university-colleges of teacher education in Austria conceived a joint research project in which qualitative interviews were to be conducted to investigate which factors contribute to successful further education. Based on the studies by Lipowsky, a model was developed which depicts the four levels of the effectiveness of further education by differentiating between self-perception (the view of the trainers) and external perception (perceived expectations of the participants and clients). The results indicate that the effectiveness factors mentioned by the trainers largely correspond with the perceived expectations of the participants. As a result, the insights gained here contribute to a confirmation of the existing literature. It is therefore necessary on the part of the trainers to create challenging, diverse learning environments as well as well-planned and well-structured events in order to motivate participants. Voluntary participation and the possibility of informal exchange at further training events also increases their effectiveness. Input, testing and reflection phases as well as aftercare, e.g. in professional learning communities or digital platforms, have a positive effect on the transfer of knowledge, experience and ideas at the school locations. The importance of the quality and professional competence of teacher trainers can also be mentioned as an important result. The research findings also serve the professionalisation of teacher trainers.