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Challenge/Competence Appraisal by Swiss Two-Way Immersion Teachers of the “Cursus bilingue/Bilingualer Studiengang” in Their Professionalization Process and Career-Entry Stage Implications

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Publicado en:Education Sciences vol. 15, no. 6 (2025), p. 773-808
Autor principal: Buser, Melanie
Publicado:
MDPI AG
Materias:
Switzerland
Teaching
French language
Students
Curricula
Teacher education
Higher education
Bilingual education
Occupations
German language
Careers
Weighting
Internships
College faculty
Teachers
Competence
Elementary schools
Professionalization
Induction
Public schools
Appraisal
Professional Training
Oral Language
Course Descriptions
Research Projects
Language Skills
Physical Mobility
Teacher Competencies
Multilingualism
Bilingual Students
Immersion Programs
Native Speakers
Classroom Techniques
Bilingualism
Bilingual Schools
Teacher Education Programs
Teaching (Occupation)
Social Environment
Bilingual Teachers
Linguistics
Elementary School Teachers
Second Language Programs
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Resumen:The growing number of public one-way and two-way immersion schools (French/German) in the Swiss cantons of Bern, Jura, and Neuchâtel has resulted in an increased need for teachers who are explicitly prepared for those schools. This need led to the thoughtfully conceptualized two-way immersion curriculum “Cursus bilingue/Bilingualer Studiengang,” jointly offered by two universities of teacher education located in the French- and German-speaking areas of Switzerland. This study explores the professionalization process of future primary teachers from Bern, Jura, and the bilingual program who are confronted with professional requirements. A scientific tool, used in a longitudinal perspective (2020–2023), documents how students of the two-way immersion and the French and German programs (n = 1021) weigh these requirements in the competence and challenge dimensions. A linear mixed-effects model was used to analyze their appraisal within each dimension across time and context. Independently of the context, the competence weighting increases for all students between t1 and t3. However, the challenge weighting exhibits a peak at t2 in all contexts, maybe due to the consciousness-raising of faced challenges after half of the program. With teaching internships in two linguistic regions, two-way immersion students demonstrate a capacity for adaptability. Research-based and practitioner-informed implications for an induction program aiming to foster the further professionalization needed to master the new complexities during the career-entry stage are presented.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15060773
Fuente:Education Database