The Bachelor's and Master's degree programmes for teacher training aim to provide a foundation in subject-specific, subject-didactic and educational science and to prepare students for a professional career. The Master's degree programme in Educational Sciences comprises two modules totalling 23 CP:

Module 1: Learning at lower secondary level
Module 2: School development and school theory

The teaching and learning forms of both modules are lectures, in-depth tutorials/seminars and practicals. Module 1 (8 CP) deals with teaching-learning processes at lower secondary level in the context of practical school discussions. The seminar serves as preparation for the tasks of the practical semester (e.g. observation, teaching, performance diagnostics) (for the practical semester, see point 2.3). The second seminar takes place during the practical semester and was designed as a modularised course with compulsory and compulsory elective courses on topics at the interfaces of the modules "Learning in lower secondary level" (HRSGe) and "Learning and development" (GyGe), such as digital learning media, lesson planning, research methods, etc., from which the students choose. The programme is regularly evaluated and modified. In Module 2 (15 CP), students are first introduced to the basics of school development and school theory in a lecture. On the basis of experience gained during the practical semester, in the third semester students work on various aspects of school and teaching development in a project and problem-orientated manner, taking into account the students' priorities in a seminar-based teaching format. In the fourth semester, the research seminar "Evaluation and practical semester" incorporates and systematises the knowledge of research methods in the context of research-based learning from Module 1 and expands it to include a problem-oriented examination of practical and action research approaches. In addition, the seminar systematically prepares students for research designs for an empirical Master's thesis on school pedagogical issues. Module 2 thus frames the practical phase of the Master's programme. On the one hand, this degree programme allows students to practise skills in relation to the practical preparation and implementation of teaching and learning processes (practical semester) and to reflect in depth on the respective educational and training mandate of the relevant school types from an academic-theoretical perspective. In addition, taking social changes into account, students develop a differentiated understanding of research methods and findings as well as didactic theories and concepts in order to plan, analyse and critically and constructively reflect on lessons and extracurricular educational offers on the basis of scientific knowledge, in order to develop a differentiated, professional understanding of future requirements and to be able to help shape school development processes.