Teacher Training Programme with Diploma Thesis - Subject Mathematics

Curriculum (2001W)

As of winter semester 2015/2016 this programme is no longer open to new entrants.
For information on the succeeding bachelor’s programme please consult this page »

Faculty of Mathematics, Computer Science and Physics

9 semesters/270 ECTS-Credits
(combination of two subjects)

Academic Degree
Magistra/Magister der Naturwissenschaften (Mag.rer.nat.)

Study Code

Information on the curriculum (2001W) *

Admission Requirements
Secondary school completion certificate or equivalent

* Information on the Curriculum (2001W)

The complete version of the curriculum reflects the currently valid version of the curriculum. It is for informational purposes only and is not legally binding. The legally binding version of the curriculum, including any amendments, may be found in the University of Innsbruck Bulletins.

In order to determine which version of the curriculum is applicable in your case, see the Catalogue of Studies
available at: https://lfuonline.uibk.ac.at/public/lfuonline_meinestudien.studienblatt
Section: Current Curriculum version

Studies Induction and Orientation Stage (STEOP)

The Studies Induction and Orientation Stage (STEOP) requirements cease to be effective as of academic year 2014/2015 and no longer apply for students of this study programme.

Students who enrolled for this programme before 1 October 2014 (academic year 2014/2015) can repeat not successful completed courses which were designated in the curriculum as “STEOP courses” four times (= five examination attempts). As per Universities Act § 77 (2), previous attempts are to be counted among the number of total examination attempts permitted.

(1) The Studies Induction and Orientation Stage (STEOP), with a duration of one semester (30 ECTS-Credits), provides an overview of the study programme and its structure in order to give students an objective basis to assess their decision to pursue their chosen subject(s).

(2) During the Studies Induction and Orientation Stage, the following course examinations, which may be repeated twice, must be completed satisfactorily:
One course examination in the second chosen teaching subject and one course examination on the orientation unit, SL 2, 2 ECTS-Credits, of the educational training.

1. Linear Algebra and Analytic Geometry 1 (SL 1, 2.5 ECTS-Credits)
2. Course from the Studies Induction and Orientation Phase of the second chosen teaching subject
3. Orientation unit (SL 2, 2 ECTS-Credits)

(3) A positive result (passing grade) on the examinations specified in Paragraph 2 permits students to attend all courses and take all examinations following the Studies Induction and Orientation Stage (STEOP) and to write a diploma thesis as described in the curriculum. The registration requirements specified by the curriculum must be met.

General Information

Recommended Course Sequence

Didactics and Training in the Selected Subjects:

  • Linear Algebra and Analytical Geometry 1
  • Characteristics of Teaching Mathematics
  • Orientation Unit: Pedagogical education
  • Orientation period: School teaching practice
  • In addition, if Physics is the second teaching subject: Analysis 1
  • Linear Algebra and Analytical Geometry 2
  • Methods in Mathematics, Software and Programming
  • Reflection Course on Pedagogical education
  • Elective Module
  • In addition, if Physics is the second teaching subject: Analysis 2
  • Analysis 1
  • Basics of Learning and Teaching
  • Falls das andere Unterrichtsfach Physik ist: Analysis 3 statt 1
  • Analysis 2
  • Stochastics
  • Basic Competences 1 of Pedagogical education
  • 1st examination infront of an examination board
  • If Physics is the second teaching subject:
    • Linear Algebra and Analytical Geometry 2
    • Methods in Mathematics, Software and Programming
    • Stochastics
    • 1st examination infront of an examination board
  • Algebra 1
  • Analysis 3
  • Statistics
  • Geometry
  • Discrete Mathematics
  • Introduction to Didactics of Mathematics
  • History of Mathematics
  • Methods of Mathematical Education 1
  • Algebra and Geometry at School
  • Seminar for Students of  the Secondary School Teacher Accreditation Programme
  • Basic Competences 1
  • Formation period: School teaching practice
  • Methods of Mathematical Education 2
  • Analysis und Stochastics at School
  • Seminar for Students of  the Secondary School Teacher Accreditation Programme
  • Elective Module: Pedagogical education
  • Final period of the school teaching practice
  • Final period
  • Elective Module
  • Diploma Thesis
  • 2ndexamination infront of an examination board

Pedagogical Training and School Teaching Practice

First Academic Year: Orientation Unit, Introductory Practicum, Reflection Unit

Second Academic Year:Fundamentals of Learning and Teaching and Basic Skills 1

Third Academic Year: Basic Skills 2, Basic Practicum,Subject Related Practicum 1 and 2

Can be taken any semester:ElectiveModule (Pedagogy internship outside of the school setting).

Qualification Profile and Skills

The Secondary School Teacher Accreditation Programme aims at a preparatory vocational and scientific education for the certification of secondary school teachers with subject-specific, didactic, and pedagogical qualifications as well as school teaching practice. A scientifically sound basic education provides graduates with the necessary competences in order to work in their future occupational fields in a flexible and professional manner.

The Teacher Accreditation Programme for the subject of Mathematics aims at providing the graduates with the ability to

  • explain the parts of mathematics that are taught in general secondary and vocational secondary schools in a simple and understandable way and to motivate the pupils - precondition is to have a sound knowledge of and to master these parts and to know their scientific background and contexts;
  •  to use computers and mathematical software for classes;
  • to awaken the pupils' interest for professions that require a profound knowledge of mathematics and to make connections to other school subjects;
  • to interpret the curriculum critically and to assess the quality of school books;
  • to independently acquire knowledge of new curriculum contents if required;
  • to inform on the historic development and the importance of mathematics for society.

Within the scope of the professional training courses on linear algebra, discrete mathematics, analysis, programming, algebra, geometry and stochastics have to be passed. At the same time the mathematical way of thinking and working (e.g. exact argumentation, factual and impartial thinking, target-oriented working) is practised. During their studies students should get a sufficient insight into the tasks and methods of mathematics and to evaluate their possibilities and limits.

In the didactic mathematic courses students learn basic theories and models for planning, carrying out and evaluating mathematic classes.

The pedagogical education and school teaching practice

  • imparts graduates with a well-founded knowledge of secondary school teaching and learning in order to efficiently manage their teaching practice and help to assist and support the learning and educational processes of their pupils; 
  • enables graduates to evaluate and further develop their teaching practice based on proven methodology;
  • allows graduates to understand school as an institution and organization in order to actively shape and develop school.

Expected Learning Outcomes

Graduates are academically educated experts in fostering personal development processes, arranging learning situations, accompanying learning processes, and assessing learning outcomes.They acquire a sound knowledge of the parts of mathematics that are relevant for teaching in secondary schools, of mathematical didactics and school pedagogy. Graduates are able to demonstrate their competences in these areas and where they overlap with teaching practice by formulating arguments and supporting theories in a scientifically correct manner as well as solving problems in an innovative manner.

Future Prospects: Occupational Profiles and Career Opportunities

Graduates of a Secondary School Teacher Accreditation Programme are in particular teaching at lower and upper secondary schools. The qualifications acquired in the Teacher Accreditation Programme provide access to other vocational fields in the study programme, the educational sector, social and youth work, and communication.

Information about examination regulations, assessment and grading

Examination regulations

The examination regulation is an integral part of the curriculum, detailed information can be found under the paragraph examination regulations.

December 2020

Overall classification of the qualification

Not applicable
Explanation: An overall classification (mit Auszeichnung bestanden/pass with distinction, bestanden/pass, nicht bestanden/fail) – is awarded only for examinations that conclude a programme of study and consist of more than one subject (an examination of this type is not specified in the curriculum of this programme of study).

The grade distribution table is a statistical representation of the distribution of all successfully completed examinations in a given programme of study or subject (based on all registered students for the programme or subject). The grade distribution table is updated in regular intervals.

Austrian grading  scheme Definition  %-age
 1 EXCELLENT:  Outstanding performance 36.1= 100%
 2  GOOD:  Generally good, but with some errors 28.0
 3 SATISFACTORY:  Generally sound work with a number of substantial errors 21.7
 4 SUFFICIENT:  Performance meets the minimum criteria14.2
 5 INSUFFICIENT:  Substantial improvement necessary; requirement of further work
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