Academic orientation of lecturers in teacher education: Does the professional career play a role?

Abstract

University lecturers significantly influence the competence development of future teachers and should be qualified both practically and academically. While the discussion has mainly focused on practical experience, this article emphasizes academic qualifications. It explores the link between academic career stages and lecturers’ academic orientation in teacher education, using data from a nationwide survey in Switzerland of 814 lecturers. The analysis reveals that lecturers with a doctorate or former employment at a university have a stronger scientific orientation and engage more in professional discourse. The results and their implications for teacher education are discussed.