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INCHER Colloquium: "Can self-assessed and peer-assessed aptitude characteristics in the internship semester predict student teachers' academic success?"
Practical school phases such as the internship semester are of high importance for student teachers and are often assessed as an important study element for assessing aptitude for the teaching profession. This paper examines the extent to which assessments from three different perspectives (students, university supervisors, school supervisors) of ten teacher-specific aptitude traits (FIT-L (P)) - recorded after a six-month practical phase - can predict academic success at the end of the study (exam grade). For the analyses, a sample from the project evaluating the practical semester of N = 1016 student teachers at the University of Kassel is used. Multiple regression analyses, controlling for socioeconomic status, baccalaureate grade, and gender, indicate that assessments of teacher-specific aptitude characteristics from the perspective of university and school supervisors show predictive power on exam grade, whereas student teachers' assessments show no predictive power on exam grade.