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Revolutionizing German Higher Education: Professional Schools Addressing Structural Challenges

Explore the transition in German higher education from traditional to professional schools, bridging gaps in teacher training and education research. Dive into proposed structural changes, the role of professional schools, and the integration with existing university frameworks.

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Revolutionizing German Higher Education: Professional Schools Addressing Structural Challenges

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  1. Professional Schools for Europe Exporting Solutions or Damaged Goods? Seminar Presentation, School of Education, Stanford University, April 18, 2007 Hans N. Weiler

  2. Context • Growing critique of structural arrangements in German Higher Education School of Education 4/18/07

  3. Etc. • Faculty of Natural Sciences • Physics • Chemistry • Biology • Mathematics • etc. • Faculty of Social Sciences • Political Science • Sociology • Economics • etc. • Faculty of Philosophy • History • Philologies • Philosophy • Education • etc. Traditional Faculty Structure at German Universities

  4. Context • Growing critique of structural arrangements in German Higher Education • The Bologna process: Creating undergraduate and graduate domains School of Education 4/18/07

  5. Duration Duration Age Doctorate PhD 2 (- ?) years ? years Diploma Magister State exams 1 (- 2) years Master 5 – 7 years 22 (21) 3 (- 4) years Bachelor 19 (18) Abitur Abitur Abitur Degree Structures at German/European Universities Pre-Bologna Post-Bologna

  6. Context • Growing critique of structural arrangements in German Higher Education • The Bologna process: Creating undergraduate and graduate domains • The deficits of educational research at German universities • The deficits of teacher education at German universities School of Education 4/18/07

  7. State Exam II “Phase II” Training with school practice Employment as teacher 2 years State Exam I Subject matter program of studies (e.g., math, physics) with teacher training orientation and elements of both general and subject matter pedagogy 5 – 7 years Age 19 (18) Abitur Abitur Traditional Structure of Teacher Training in Germany

  8. Proposals for Change • Creation of “Bachelor Colleges” as a structure to support the identity of undergraduate education • Formalize graduate (especially doctoral) training in “Graduate Schools”: More formal training, more structured quality control, more support • Distinguish between “graduate colleges” and “professional schools” School of Education 4/18/07

  9. Proposed New Structures

  10. The Logic of the Professional School • Closer correspondence to, and interaction with, major societal institutions and their knowledge needs • Interdisciplinary research and teaching • More oriented to “applied” knowledge in training and research • Independent within the overall university • Connected with the traditional structures of the academy through joint appointments

  11. Possible Domains for Professional Schools • Public Health • Public and Private Management • Law • Environmental Studies • Human Settlement and Transportation • Educational Research and Teacher Training • Etc. School of Education 4/18/07

  12. Professional School Education Departments Professional School Environment Studies Psych Bachelor College Soc Professional School Public Health Physics Hum Bio Graduate College Social Sciences PolSci Graduate College Natural Sciences New Structures and Old Departments Graduate College Life Sciences

  13. Budding Results • “Excellence Initiative”: Proposals for Graduate and Professional Schools • Restructuring Hamburg higher education • Hertie School of Governance: Professional School of Public Policy • “Schools of Education”: TU Munich, Paderborn, Bielefeld, Bochum School of Education 4/18/07

  14. The TUM Educational Structure 2010 Framework Policy Services The TUM Graduate School TUM Professional School of Education Munich Graduate School of Management TUM-LMU TUM International Graduate School of Medicine … Munich Graduate School of Mathematical Sciences TUM-LMU International Graduate School of Science and Engineering Research Topics RTG TUM Departments The TUM Undergraduate School

  15. Traditions of German Teacher Education • Heavy on subject matter training • Light on professional educational training • Ambivalent relationship between departments of education and teacher training • “Practical” component of teacher training outside of university (“2nd Phase”) School of Education 4/18/07

  16. Objectives of Proposed Schools of Education (1) • Provide a congenial structural home in the university for both educational research and teacher training • Move teacher education out of its stepchild position vis-à-vis subject departments • Strengthen empirical research on education with a broad range of discipline competence • Provide a respectable research environment for subject matter pedagogy School of Education 4/18/07

  17. Objectives of Proposed Schools of Education (2) • Provide public education (K-12 and HEd) with a recognizable and competent partner institution in the university • Make use of the new Bologna 3-tier structure for teacher education • Provide more of a connection with the practice component (“2nd Phase) of teacher education School of Education 4/18/07

  18. State Exam II “Phase II” Training with school practice Employment as teacher 2 years State Exam I Subject matter program of studies (e.g., math, physics) with teacher training orientation and elements of both general and subject matter pedagogy 5 – 7 years Age 19 (18) Abitur Abitur Traditional Structure of Teacher Training in Germany

  19. Duration Teacher Employment State certification Practice Phase (partly integrated with MEd) 3 years total State-approved University exam Master of Education 2 years University exam Bachelor: Subject matter major (e.g., Math) 3 years Abitur Alternative model of teacher training in Germany

  20. “School of Education” Components • Inquiry-oriented cognate disciplines • Sociology, Linguistics, Psychology, Statistics, Neurosciences, Anthropology, Economy, etc. • Curricular subject-matter disciplines • Physics, English, History, Biology, etc. • Instructional specializations • Instructional Technology, Assessment, Curriculum, Teacher Training, etc. • Organizational specializations • Law and Education, Personnel Management, School Leadership, Educational Finance, etc.

  21. Questions (1) • How much cross-fertilization, mutual inspiration, and indispensable support is there between educational research and teacher education in a good School of Education? • How critical a device are joint appointments for a professional school? • With other inquiry-oriented disciplines? • With curricular subject-matter disciplines? School of Education 4/18/07

  22. Questions (2) • How important is the principle of dual legitimation by two different sets of peers? • What disciplines are really indispensable for educational inquiry? • Where should professional schools recruit their own faculty – from the PhDs of other professional schools or of discipline departments? What is the best mix? School of Education 4/18/07

  23. Questions (3) • For teacher training, does the BA/MA division of labor à la USA work well – especially in terms of subject matter competence? • How (if at all) do Schools of Education relate to/influence/monitor the subject matter training and competence of their teacher trainees? School of Education 4/18/07

  24. Questions (4) • What is/should be the division of labor between Schools of Education and subject matter departments on subject matter pedagogy? Where is research on subject matter pedagogy housed? School of Education 4/18/07

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