This is intended to compensate for the loss of salary caused by the longer training, according to the statement on the draft assessment of the new university package from the Austrian Professors’ Union (ÖPU) and the Christian Trade Unionists (FCG). The two organizations are the strongest factions in the staff representation and the AHS teachers’ union, FCG/AHS chairman Herbert Weiß is also chairman of the AHS teachers’ union.
According to the government’s plans, the teacher training course for secondary school (middle school, AHS, BMHS) will in future consist of three years of bachelor’s and two years of master’s training. This would shorten the training by a year overall.
- On the subject: “We make the journey from the lecture hall to the classroom easier”
Many graduates feel that they have received inadequate professional training
The draft assessment also stipulates that all teacher training students must have basic training in… “Inclusive pedagogy” and “German as second language” (DaZ) have to do. The ÖPU and FCG/AHS are skeptical here: These parts should not be moved to specialist training because otherwise this would be further reduced. So far, the overall course has included at least 115 ECTS credit points for subject-related parts per subject or specialization – these should now be reduced to 100 to 110 ECTS, complained the teacher representatives. However, many graduates already feel that they are inadequately trained for use in the upper level.
- Also read: Bachelor’s degree for teacher training will be shortened
Demand for an increase in subject-related portions of studies
“Rather, we are calling for a significant increase in the subject-related portion of the overall course”, says the statement. The necessary resources should be obtained through cuts in the area of theoretical education science.
In addition to the training, the AHS educators also have legal requirements. So you would like to have the option to choose between again “old” and “new” Teacher service law, a right to a reduction in teaching obligations during the completion of the master’s degree and an improvement in the induction phase, i.e. the starting phase in the profession accompanied by experienced colleagues. This should be based on the previous teaching internship and should include professional support and time resources for mentors and mentees.
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