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SWITEX – The Swiss Index for Teaching Excellence

The use of appropriate didactics is a key competence of specialist teachers in economics and social sciences. Switzerland possesses special expertise in the contemporary imparting of competencies, which is of great importance for the country's economic success. Using SWITEX, teachers' didactic decisions can be objectively represented, facilitating both external and self-assessment of teaching and providing a foundation for continuous improvement. SWITEX, based on principles particularly relevant to Switzerland, is therefore an ideal vehicle to make Switzerland's didactic strengths visible and well-known worldwide.

Studierende

In a modern learning concept, didactic competencies and the use of diversified methods facilitating learning are no less important for assessing a teacher's performance than his or her knowledge of the subject. Until today, however, many university courses consist only of frontal teaching and aim at "the transfer of objective knowledge".

Scientific research doubts, however, the feasibility of this approach. It is recognized that learning is a complex process in which learners construct their knowledge individually from the combination of new and existing elements. Successful competence building therefore requires more elaborate didactic approaches and methods than mere lectures by the teacher.

The SWITEX pursues three related goals: Diagnosis, competence building and value orientation 

Diagnosis

Tabelle über Ziele Methoden Unterricht
Table main criteria

A comprehensive picture of the current state of classroom management

Without a suitable benchmark, it is difficult to discuss with teachers the form and content of their teaching. The SWITEX provides such a benchmark and thus a pratical basis for discussion. By means of a multivariable evaluation scheme, conscious or unreflected didactic decisions of a teacher can be lively represented.

3 main criteria

The SWITEX consists of 3 main criteria, each with 3 subcategories.

Goal - Methods - Lessons

Each subcategory is measured against four criteria, which are explained in detail in an excel working file.

Important note: Indicators and benchmarks bear the risk of becoming the determining point of orientation for practical actions. We emphasize that the SWITEX should not lead to a uniform teaching – on the contrary: teaching has a lot to do with the teacher’s personality. Teachers may and should bring their individuality into the classroom. Therefore, it is hardly realistic that a teacher achieves the maximum score in all dimensions of the SWITEX.

 

Competence building

Goals methodes

Illustrating the potential for acquiring additional didactic competencies

In pedagogical courses, such as Swiss secondary teacher training, or university didactics, a wide range of didactic tools, the ability to select them purposefully, and the design of specific learning arrangements are trained. The SWITEX summarizes the experience of these practice-oriented trainings and shows in a compact form the potential for the acquisition of additional didactic competences. It thus creates a vector for the continuous improvement in teaching.

SWITEX score is characterized by

Teaching obtaining a high SWITEX score is characterized by:

  • careful planning of the lessons
  • challenging learning objectives
  • the development of competences for problem solving
  • favoring intrinsic motivation
  • the varied use of activating methods
  • convincing lectures
  • interactive lessons
  • sensibly structured learning units
  • clear classroom management
  • the teacher’s readiness to self-criticism and continuous improvement.
     

Value orientation

The SWITEX spreads humanistic principles

Value-neutral teaching does not exist. The SWITEX is based on the following principles, which are important for Switzerland:

Principles
  • Democracy The teacher leads the classroom in consultation with the learners.
  • Tolerance Different theories and models are presented in class.
  • Neutrality No point of view is imposed on the learners, they can choose the approaches fit for them.
  • Scientificity Tolerance and neutrality do not mean relativism. The tools of scientific methodology develop the ability to differentiate. 
  • Innovation New approaches and methods are tested in the classroom. 
  • Responsibility Teachers do not only think about their teaching actions, but care about the learning process of their audience.
  • Independence The limitations of externally directed learning are addressed, and self-responsibility for one's own learning process is encouraged. 
  • Collaboration The use of cooperative learning methods is both a means and an end. 
  • Equal opportunities The teacher addresses special needs of individual learners. 
  • Individuality Learners are given the freedom to learn according to their interests and preferences.
  • Creativity: In the classroom, not only knowledge about present realities is imparted, but a creative approach to ideas is encouraged.