Führen unterschiedliche Ausbildungsräume zur gleich guten Lehrperson? Raumtheoretische Deutung des prospektiven Expertenberichts 'Lehrerbildung von morgen' (1975)

In the 1970’s, beyond the possible improvements and harmonization of the Swiss teacher education system, a controversial discourse about the good space for teacher education took place: should the required teacher personality and the related question of the teacher attitudes be trained in a more academic, or in a more practice-oriented way? To find an answer, the Swiss conference of the cantonal education directors (EDK) established an expert commission which started working in 1970 and five years later published the much-noticed final report „Teacher education of tomorrow“ (“Lehrerbildung von morgen”, LEMO). This article investigates the assumptions based on the space theory in the final report relating to the two different training spaces for ongoing teachers, focusing on its anthropological and moral argumentation. Contrary to the announced equality of the teacher training, we assume that different spaces produce different teachers.+repphzhbib2018