Abstract (eng)
This thesis focuses on the use of aptitude diagnostics instruments in the field of teacher training from an educational science perspective. The aim is to determine whether and to what extent the findings from teacher research can contribute to reasoned definition of eligibility criteria. Furthermore this thesis inquires into whether a determined selection process can make valid statements about the "suitability for the teaching profession" at the beginning of a students study career. Based on a critical analysis of literature, this thesis debates the possibilities and limits of both foreign- and self-selective processes for predicting the academic and professional success in teaching utilized during teacher education. In addition aptitude tests, as utilized at Austrian institutions for compulsory school teacher education, are analyzed and critiqued as to their meaningfulness. Possible suggestions for improvements are made based on the studied literature.