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INCHER colloquium: "Can self-assessed and externally assessed aptitude characteristics in the practical semester predict the academic success of student teachers?"
Practical school phases such as the practical semester are of great importance for student teachers and are often regarded as an important study element for assessing aptitude for the teaching profession. This article examines the extent to which the assessments from three different perspectives (students, university supervisors, school supervisors) of ten teacher-specific aptitude characteristics (FIT-L (P)) - recorded after a six-month practical phase - can predict academic success at the end of the course (exam grade). A sample of N = 1016 student teachers at the University of Kassel from the project to evaluate the practical semester is used for the analyses. Multiple regression analyses, controlling for socio-economic status, A-level grade and gender, show that the assessments of teacher-specific aptitude characteristics from the perspective of university and school supervisors have a predictive power for the exam grade, while the assessments of student teachers show no predictive power for the exam grade.