Teacher Training Between Planning and Experience

Abstract

Recent reforms in teacher education emphasize the integration of instructional design, professional experience, and assessment competence as key dimensions of teacher development. From this perspective, teacher education is no longer conceived as the mere transmission of knowledge, but as a situated process shaped through the interaction between planning, practice, and reflective inquiry. This contribution examines how pre-service and in-service teachers interpret the relationship between educational design, assessment, and professional growth within qualifying training pathways. Using an exploratory mixed-methods design, the study combines quantitative survey data with qualitative thematic analysis to investigate assessment conceptions, levels of assessment literacy, and perceived training effectiveness. The findings reveal persistent tensions between normative requirements and lived professional experience, alongside critical issues related to the coherence of assessment practices and the integration of theory and practice. At the same time, the results highlight the transformative potential of experience-based, reflective approaches grounded in communities of practice, pointing to the need for more coherent and sustainable models of teacher education.