摘要：The discussion over the problems in teacher education is virtually as old as the implementation of compulsory education itself. The public debate is currently being updated by the results of the PISA study. The development of quality for the teacher education is a prominent theme in the discourse on the subject as well. The change-over to a tiered study structure with Bachelor and Master creates great challenges for the teacher education and implies the opportunity for an academic reform. The following contribution identifies consequences for the various levels of configuration from an university didactic perspective. Academic instruction principles will be applied to course development, modular design and learning settings. Thereby, the teacher education gains an outstanding significance as a paradigm for innovative study concepts.
