Satisfaction with teacher training at universities of education in Baden-Württemberg
Teacher training students and trainee teachers represent the future generation of teachers – and at the same time serve as an important barometer for the quality and suitability of teacher training. Against this backdrop, the Baden-Württemberg Association for Education and Training (VBE) commissioned SINUS-Institut to systematically investigate satisfaction with teacher training at the state's universities of education (PHs).
The aim was to use empirical data to identify specific areas for action for policymakers, universities, and teachers' associations.
Key findings
Teacher training programs need to be optimized. While the practical phases are motivating and are seen as beneficial, there are clear weaknesses in the organization, the integration of theory and practice, and the preparation for everyday school life. The results show similar patterns across locations—an indication of structural challenges in the teacher training system.
- Satisfaction with the program: Only around 40% of students say they are satisfied with their teacher training program, while a similar number express ambivalent opinions. The organization and structure of the program are viewed particularly critically.
- Practical phases: The practical phases in schools clearly have a motivating effect and are rated positively by the majority of students—especially the support provided by teachers on site. In contrast, the support provided by PH lecturers is rated significantly lower.
- Theory-practice ratio: A large majority (over 80%) feel that the program is too theory-heavy. Teaching materials and literature, on the other hand, are rated comparatively well.
- Preparation for everyday school life: While basic tasks are handled well, there are clear deficits in parent work, discipline, inclusion, time management, and school law.
- Potential for improvement: There is a desire for more practical components and a stronger link between theory and practice, better organization, more practical teaching, financial support during practical phases, and a stronger focus on didactic skills in the curriculum.
Background of the study
On behalf of the Baden-Württemberg Association for Education and Training (VBE), SINUS-Institut conducted a quantitative online survey among teacher training students and trainee teachers at the state's teacher training colleges. The aim of the study was to comprehensively analyze satisfaction with teacher training courses and their suitability for the demands of everyday school life. A total of 847 students and 357 trainee teachers took part in the survey, which was conducted from April 29 to May 18, 2025. For the student sample, quotas were set according to gender, first subject of study, and university area to ensure a balanced distribution; no quotas were set for trainee teachers due to a lack of available structural data. The average survey duration was around six minutes.