期刊名称：Empirical Research in Vocational Education and Training
电子版ISSN：1877-6345
出版年度：2015
卷号：7
期号：1
页码：1-20
DOI：10.1186/s40461-015-0014-8
出版社：Springer Verlag
摘要：Background As teacher training plays a major role in the development of (prospective) teachers’ knowledge, differences between the professional knowledge of prospective teachers at Austrian and German universities were examined in the current study. The teacher training systems of business and economic education in both countries differ substantially regarding structure and content. The German system consists of two consecutive phases with different foci (university education with an emphasis on theories and domain-specific knowledge, followed by school-based practical training with the objective of acquiring practical experience). Thus, in Germany, opportunities to learn (OTL) mainly cover domain-specific knowledge with less focus on didactics and teaching experience. In contrast, Austrian universities offer an integrated approach that combines the two phases (i.e., theoretical input and practical teaching experiences are closely linked) at the university level.
关键词：Teacher training ;Business and economic education ;Content knowledge ;Pedagogical content knowledge ;Comparative study
