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<p>In recent years, many German federal states have made extended practical phases a&#xa0;compulsory part of teacher education. These practical phases are intended to integrate theory and practice, promote the development of professional skills, and help preservice teachers develop a&#xa0;reflective habitus. Despite their importance in education policy, there has been no systematic analysis of the legal framework and the conditions for success embedded therein. This article uses qualitative content analysis to examine state regulations regarding the content of extended practical phases, preservice teachers’ support, and their assessment in the eleven federal states where these phases are mandatory. The results reveal considerable heterogeneity: while support is usually clearly standardized, there are significant differences in content requirements and assessment criteria. A&#xa0;subsequent cluster analysis identifies three groups of federal states, each with a&#xa0;different level of regulation. Finally, the article discusses the extent to which greater legal harmonization could promote the professionalization of teacher education and what research desiderata arise for the empirical examination of legally established conditions for success.</p>

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Langzeitpraktika im Lehramtsstudium: Rechtliche Grundlagen und Regelungsunterschiede in den Bundesländern

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年1月12日

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  • Pauline Sommerer,
  • Nadine Großmann,
  • Johannes König,
  • Jörg Großschedl

摘要

In recent years, many German federal states have made extended practical phases a compulsory part of teacher education. These practical phases are intended to integrate theory and practice, promote the development of professional skills, and help preservice teachers develop a reflective habitus. Despite their importance in education policy, there has been no systematic analysis of the legal framework and the conditions for success embedded therein. This article uses qualitative content analysis to examine state regulations regarding the content of extended practical phases, preservice teachers’ support, and their assessment in the eleven federal states where these phases are mandatory. The results reveal considerable heterogeneity: while support is usually clearly standardized, there are significant differences in content requirements and assessment criteria. A subsequent cluster analysis identifies three groups of federal states, each with a different level of regulation. Finally, the article discusses the extent to which greater legal harmonization could promote the professionalization of teacher education and what research desiderata arise for the empirical examination of legally established conditions for success.