Common and embattled grounds: Models of teacher education for secondary level I in German-speaking Switzerland

Abstract

Based on historical sources from the Swiss Conference of Cantonal Ministers of Eduction, the paper deals with attempts of teacher training reforms for secondary schools in the second half of the 20th century in German-speaking Switzerland. Academisation and school level orientation formed a cleavage, which irritated the traditional structures of teacher training in every canton. Educational historical reconstruction reveals that both, the initiators of the reform and its critics were trying to support their positions with scientific expertise. Drawing upon a document analysis, this article argues that scientific reference alone has never been sufficient to trigger a regime change in teacher training.