Teachers, Teacher Education, and Professional Development
Admission to a teacher education program requires a general higher education entrance qualification obtained through the upper secondary school leaving examination (matriculation certificate) as well as completion of an aptitude test. Primary school teachers are trained at University Colleges of Teacher Education (Pädagogische Hochschulen). Primary school teachers are general teachers who usually teach almost all subjects of the primary school curriculum. Training is connected to students’ classwork, and professional skills are organized according to four main domains:
- Disciplines Taught at Primary School
- Situations of Learning
- Behavior of the Class and the Diversity of Students
- Exercise of Educational Responsibility and Professional Ethics
In a development process over several years, the Ministry of Education developed a new plan for teacher training. Because the students who participated in PIRLS 2016 were still taught by teachers with the conventional teacher training, the next paragraph refers to teacher training prior to the reform.
From the 2007–2008 school year until the reform, a six semester (three year) higher education program has concluded with a bachelorʼs degree in education. Course content consisted of general humanities subjects, the German language, mathematics, music, arts, physical education, and pedagogical and psychological subjects. In addition to completing their education, primary school teachers completed a supervised practicum in each of the six semesters during which they observed and practiced teaching under the supervision of experienced teachers and attended training at seminars as an essential part of their education. Students who received two successively negative reports were not allowed to continue their education. Upon completion of a thesis and the final state examination, teachers obtained a qualification certificate.
In the 2015–2016 academic year, new professional training for the field of primary education has been available at University Colleges of Teacher Education nationwide. The minimum length of study for a teacher training degree at a college of education amounts to at least four years for a bachelor’s degree plus 1 to 1½ years for a master’s degree. The training curriculum includes lectures on the fundamentals of general educational studies, on elementary and primary education and methods, or in fields of study that correspond to teaching subjects, departments, or subject concentrations. Moreover, focuses such as inclusive education, special and curative education, social education, career guidance, multilingualism, and media education are possible. Various focuses will be offered at colleges of education in the new training programs. A focus on inclusive education always has to be offered. New teacher training inducts students into the teaching profession by way of a yearlong induction phase while being supported by mentors.
Teacher Education Specific to Reading
Because reading is embedded in the teaching of German language instruction, there are no specialized reading teachers in Austrian schools. Even though the German language is a disciplinary domain with specific content, it is approached from the following perspective:
- Steps and methods for learning to read
- Analysis of textbooks
- Connection between reading and writing
- Evaluation of reading competencies
Requirements for Ongoing Professional Development in Reading for Teachers
Professional development primarily is offered at University Colleges of Teacher Education. Primary and new secondary school teachers must attend 15 hours per year of professional development activities. No national statute regulates teachers’ choice of courses; teachers may choose from courses in different fields such as general pedagogy, general didactics, German language, mathematics, science, physical education, media, science, or school development.
Professional development courses range from short, one day activities to courses over several semesters and include lectures about children’s literature and classes on reading disabilities and remediation. Teachers may attend a specific program and qualify as a reading expert for primary schools. The in‑service training literacy program focuses on diagnostic tools, remedial reading concepts, local literacy programs, gender specific literacy concepts, and the promotion of a broadly based reading culture at schools.