The "profiled" teacher: A conceptual response to inherent contradictions in the profession Summary

  • Michael Fuchs Pädagogische Hochschule Luzern
  • Silvio Herzog Pädagogische Hochschule Schwyz
Keywords: teacher education; teaching profession; professionalisation; cooperation; personnel development


The question of how primary school teachers need to be qualified is discussed in this article based on an analysis of their tasks and the framework conditions at primary schools. Overall, a contradiction between the polyvalence necessary for teaching and the specialisation required for professionalisation and the quality of teaching becomes apparent. With the notion of the "profiled" teacher, an approach is presented on the conceptual level that takes up the contradictions inherent in the teaching profession. The associated challenges require a qualification that is more strongly oriented towards professional biographies, an intensified interlocking of teacher education and developments in the school field, as well as an increase in the evidence-based nature of future-oriented and audacious reforms.

Author Biographies

Michael Fuchs, Pädagogische Hochschule Luzern

PH Luzern, Leiter Ausbildung Primarstufe von 2002 bis 2021. Schwerpunkte: Schulmanagement, Allgemeine Didaktik, Historische Pädagogik.

Silvio Herzog, Pädagogische Hochschule Schwyz

PH Schwyz, Rektor. Schwerpunkte: Lehrerinnen- und Lehrerbildung, Berufsbiografien von Lehrpersonen, Funktionsdifferenzierungen an Schulen, Führen mit Visionen.

How to Cite
Fuchs, M. and Herzog, S. (2022) “The ‘profiled’ teacher: A conceptual response to inherent contradictions in the profession Summary”, Swiss Journal of Educational Research, 44(1), pp. 35–47. doi: 10.24452/sjer.44.1.3.