Mission statement for teacher training degree programs in Hamburg
The teacher training degree programs in Hamburg hereby present their mission statement to supplement the mission statement for Universität Hamburg adopted by the Academic Senate (1998) and the mission statement for university teaching (2014) also passed by the Academic Senate. This mission statement for the teacher training degree programs offers guidance in case of questions arising from the special organizational challenges or specific vocational focus of the teacher training degree programs.
Cooperation between higher education institutions in Hamburg
All of the city’s universities—Universität Hamburg, Hamburg University of Technology, Hamburg University of Applied Sciences, Hochschule für Bildende Künste Hamburg (Hamburg university of fine arts), and the Hochschule für Musik und Theater Hamburg (Hamburg university for music and theater)—have the common goal of offering teacher training degree programs that meet high quality standards. These quality standards apply both to curricula and organization of the degree programs offered. A recognized procedure ensures quality development in the teacher training degree programs.
Variety of training offers
The aforementioned higher education institutions in Hamburg are committed to offering teacher training degree programs for all school types and levels in the teaching subjects for which at least one of the higher education institutions has the required academic or creative expertise and sufficient resources.
Participation in teacher education research
Within the scope of their individual means, the higher education institutions in Hamburg contribute to teacher education research and use these research findings to develop the degree programs further.
Curriculum design principles
Degree program curricula are based on the requirements of the academic and creative disciplines involved as well as of the teaching profession:
a) Requirements of the disciplines involved
Students acquire research-based basic, advanced, and specialist knowledge as well as a research and methodological qualification in their teaching subjects and in educational science. They learn the skills required to keep themselves informed about advances in their teaching subjects throughout their entire career.
b) Requirements of the professional field
Opportunities for intensive practical experience in schools are firmly established in the program curricula. Internships and teaching placements give students the opportunity to critically reflect upon the requirements of the field, which in turn enables them to justify their choice of degree and career. Moreover, the educational science curriculum covers topics considered as priorities in terms of the field’s requirements. Students learn to reflect upon, evaluate, and further develop their professional activities in order to ensure that they devise research-based strategies for their profession and are ready to meet the rapidly changing demands of the profession.
The participating universities shall ensure that their teacher training degree programs (Phase 1—the university phase of teacher education in Hamburg) are compatible with Phase 2—the teaching practice period. The coordination and cooperation of the parties involved in the two phases is overseen by the Hamburg Center for Teacher Education (ZLH).