Effectiveness of interventions in teacher education—curricular and methodological innovations

Bibliographic Data

ID21715249
AuthorsJohannes König (0000-0003-3374-9408, University of Cologne, corresponding author), Jörg Großschedl (0000-0002-7943-4818, University of Cologne), Jörg Jost (0000-0003-0723-0194, University of Cologne)
Year2025
Volume28
Issue6
Pages1337-1344
Publication date2025-12-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueZeitschrift für Erziehungswissenschaft (JOURNAL)
Journal identifiersISSN: 1434-663X • E-ISSN: 1862-5215
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s11618-025-01355-7
OpenAlexW4415690549
LanguageEN
References cited17

Challenges in the governance of teacher education relate to numerous decisions about how to organize and design teacher education programs (e.g., Kuhlee et al. 2014 ). This includes the creation of opportunities for pre-service and in-service teachers to learn (e.g., Cochran-Smith and Zeichner 2005 ; Flores 2016 ), focusing on new topics such as inclusive education (e.g., Rott et al. 2018 ) or digitalization (e.g., Richter et al. 2024 ). Although such decisions may have far-reaching significance for the teaching workforce and the instructional quality at school, there is often no scientific evidence supporting their effectiveness. Therefore, the effects and effectiveness of teacher education have been questioned for decades (e.g., Blömeke 2004 ; Hascher 2014 ; König and Blömeke 2020 ; König et al. 2024 ; Terhart 2012 )

Psychological intervention · Qualitative research · Education and Technology Integration · Educational Assessment and Improvement · Teacher Education and Leadership Studies

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Open DOIOpen Access