Late Reforms: Approximation of Teachers’ Education in the University

Abstract

Pedagogy has not merely gained significance over the course of the 20th century; it has also changed it’s meaning. A hermeneutical way of thinking is no longer capable of adequately reflecting the pedagogical reality. A new mode of thinking that is able to exceed the limitations of the boundries of pedagogy and recognize it’s social interdependance is called for. If the reform of teachers’ education as it exists in Switzerland at this time will lead to more professionalism in the field, a partnership with an educational science that can approach pedagogy empirically is necessary. At the same time, the use of educational science for pedagogic activity should be relatively acknowledged.