Results

The results so far show that the reform has already been successfully implemented one year after its introduction. The new training elements are familiar to both trainee teachers and their trainers and have met with great approval. This high level of acceptance is particularly remarkable given the far-reaching changes that the reform has brought to the system of teacher education. The project team attributes this positive outcome to the Ministry's careful, long-term and participatory preparation.

Important training elements of the new didactic concept of the reform were prospective teachers first set development goals together with their trainers in initial and perspective interviews. During their traineeship, they are then supported by trained staff in achieving these goals (personalised guidance with coaching elements). They also learn with and from each other in self-directed learning groups and share their experiences. They also record how they develop in their teaching activities, reflect on them and thus improve them.

Most of the trainee teachers made use of the newly introduced introductory and perspective discussions as well as the individual counselling with coaching elements, which they found particularly useful and helpful.

Studies on the effectiveness of the reform have also shown that the shortening of the induction period, combined with the change in content, has not had a negative impact. On the contrary, the development of trainee teachers is similar to that under the old system. Their professional competence increases positively and they report an overall positive emotional experience and enjoyment of their profession. Their trainers share this view. The reduction in time has therefore been offset by an improvement in the quality of the training programme, which is interpreted as a successful reform.

Yet, not all is well. Some results showed where training could be improved to best prepare future teachers for their teaching careers.

In particular, the following areas were identified as needing improvement:

• Time load: A key issue is the high time commitment associated with the requirements of the pre-service. Overall, many trainee teachers and trainers find it difficult to complete all elements of the training programme within the given time frame. The project team therefore does not recommend any further reduction to the training period. 
• Self-directed learning groups: There were clear differences between the training sites in terms of self-directed learning groups. While small groups were successfully formed at some sites, teachers at other sites reported difficulties with implementation. Overall, the self-directed learning groups were perceived as less useful by the respondents. The project team sees untapped potential here for what is in principle a good learning opportunity. 
• Use of the portfolio: The portfolio, in which the trainee teachers were expected to record and reflect their professional development, was generally perceived as not being very helpful. Few trainee teachers used it, and many were absolutely unfamiliar with it. These findings are consistent with other research which shows that the use of portfolios in teacher education often does not lead to the desired results.

Overall, the results indicate a successful transformation of the Preparatory Service but also point to potential for improvement.

Part 4: Follow-up and Impact