The effects of teacher education on professional competences, lesson quality and pupil performance (WiL)

Set up as a longitudinal study, the WiL project follows up on the international TEDS-M teacher education study.

It examines three areas in which teacher training programmes are intended to have an effect: (1) the generation of professional skills and competences in primary and secondary school trainee teachers, and the development of such skills and competences during the first few years of teaching; (2) the effects of these professional skills and competences on the quality of mathematics lessons and (3) on pupils’ academic progress. The project generates foundational information of great value to advancing teacher training methods, improving job induction approaches for new teachers and measuring professional skills and competences.

Institute Institute of Research on Teaching Profession and on Development of Competencies (the focus here is on profession research)
Heads Professor Christian Brühwiler, Professor Titus Guldimann (co-management)
Team Professor Benita Affolter (operational project management), Lena Hollenstein, Anja Künzler, Nathalie Rüsch, Astrid Sperger
Duration 1 January 2013 to 28 February 2017
Financing Swiss National Science Foundation (SNSF)

Publications

  • Affolter, B., Hollenstein, L. & Brühwiler, C. (2015). Unsere zukünftigen Lehrpersonen: Idealistisch, realistisch oder selbstbewusst pragmatisch. Beiträge zur Lehrerinnen- und Lehrerbildung, 33 (1), 69-91.
  • Brühwiler, C., Ramseier, E. & Steinmann, S. (2015). Vorbildung oder Ausbildung? Zum Erwerb mathematischen und mathematikdidaktischen Wissens in der Lehrerausbildung. Beiträge zur Lehrerinnen- und Lehrerbildung, 33 (1), S. 22-45.
  • Affolter, B., Hollenstein, L. & Brühwiler, C. (2016). Entwicklung und Wirkung professioneller Kompetenz von Lehrpersonen. Journal für LehrerInnenbildung, S. 28-34
  • Affolter, B., Hollenstein, L. Brühwiler, C. & Biedermann, H. (2016). Misslingen als Lernchance. Der Einfluss kritischer Unterrichtssituationen auf berufsbezogene Überzeugungen von Lehrpersonen beim Berufseinstieg. In: J. Košinár, S. Leineweber, E. Schmid (Hrsg.) Professionalisierungsprozesse angehender Lehrpersonen in den berufspraktischen Studien. Münster: Waxmann, S. 99-118.

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Team PHSG