Teacher education staff are considered to play a key role in the professionalisation processes of prospective teachers (cf. European Commission, 2013). This also includes the group of trainees in the preparatory service, the second phase of teacher training in Germany. Current position papers on quality development and the reorganisation of the teacher training system (e.g. SWK, 2023; Bildungsrat von unten, 2024) unanimously recognise the great importance of trainers and mentors. Although the qualification of training staff is required, there are no systematic and comprehensive institutionalised qualification programmes. Accordingly, the training and professionalisation of trainers in the preparatory service has hardly been researched.

On the basis of existing studies, it can be assumed that in order to design training work that successfully initiates professional action on the part of prospective teachers, trainers need expertise in accompanying and promoting the professionalisation process of prospective teachers in addition to their expertise in the subject for which they are training (cf. Košinár et al. 2025). This approach means that, in addition to professional knowledge about schools and teaching, explicit academic knowledge about professionalism and professionalisation becomes relevant as a new domain of knowledge. In this respect, a (new) professional perspective, which finds its theoretical frame of reference in professionalisation research and adult education, is associated with training activities that promote professionalisation.

Against this background, my research project at the University of Oldenburg focuses on the professionalisation processes of trainees in the preparatory service. In a qualitative-reconstructive study, I am investigating the requirements perceived by trainees and the understanding of professionalisation on which their training activities are implicitly and explicitly based. In connection with the study design, I am also interested in the extent to which survey and evaluation methods based on the qualitative research paradigm (in particular group discussion and the documentary method) can also provide a didactic impulse for the initial and further training of trainers.

In connection with my previous work as a teacher trainer in the preparatory service and the associated fields of work at the interfaces between the first, second and third phases of teacher training, I developed a concept for training work in the preparatory service based on professional theory (Junghans, 2022). This work has resulted in further and continuing education programmes for trainers that can inspire the further development of training work in the various phases of teacher education.

Literature

Education Council from below. (2024). Statement on the shortage of skilled labour in schools and the recommendations presented by the SWK. bildungsrat.org/wp-content/uploads/2024/01/Bildungsrat-Manifest-von-unten-30-01-2024.pdf.

European Commission. (2013). Supporting Teacher Educators: for better learning outcomes. ec.europa.eu/assets/eac/education/policy/school/doc/support-teacher-educators_en.pdf

Junghans, C. (2022). Seminar didactics. Cornelsen.

Košinár, J., Junghans, C., & Kraler, C. (2025; in press). Professionalisation of teacher educators. In R. Porsch, T. Leonhard, S. Luttenberger, & S. Kopp Sixt (Eds.), Handbuch Professionalisierung pädagogischer Praxis. UTB.

Lunenberg, M., Dengerink, J., & Korthagen, F. (2014). The Professional Teacher Educator. Roles, Behaviour and Professional Development of Teacher Educators. Sense Publishers.

Schrittesser, I. (2020). Qualification paths of lecturers in teacher education. In C. Cramer, J. König, M. Rothland & S. Blömeke (Eds.), Handbook of Teacher Education (pp. 843-850). Klinkhardt. doi.org/10.35468/hblb2020-104.

SWK (2023). Teacher recruitment and teacher training for high-quality teaching. Expertise of the Standing Scientific Commission of the Standing Conference of the Ministers of Education and Cultural Affairs (SWK) dx.doi.org/10.25656/01:28059.