Building land in the middle of nowhere with the house prices?!

And, what difference does that make in dealing with students? Pretty much zero. It involves a lot of things you either have or don't have. And what you can learn can only be learned practically, because it has to be practiced.

All the more tragic is that prospective teachers are first made to go through a 10-semester course of study before being put in front of a class of 20-30 children or adolescents to see if they can do it at all.

And it becomes completely absurd when you look at what a math teacher does in 10 semesters of study. The specialized lectures have virtually no overlap with school math (after all, the studies start where the high school diploma ends), but the teacher can then do almost everything that a pure mathematician can.

You are just as out of touch with reality 1:1 as the responsible ministerial bureaucracy. There have been teachers for quite some time now who have discovered the internet as a material exchange network for teaching materials.

We talked past each other. I am aware that there are teachers who gather their materials from the internet and then adopt them 1:1.

And that is exactly what I do not want. Not searching for materials somewhere from some sources where no one objectively evaluates the quality and accuracy. It’s like taking a Wikipedia article unfiltered as the complete truth. I have no idea about the quality or whether the content is ultimately even correct.

Therefore, a central place that prepares the materials content-wise correctly and practically oriented and makes them available to all teachers.

No one in the Ministry of Finance would come up with the idea that each tax office develops its own forms for collecting income tax and looks on the internet for forms from other authorities. No, there it is also provided centrally.

If you now also take away the teachers' last freedoms and provide them with standard texts that they have to recite, soon no one will want to do this job anymore...

No one in the Ministry of Finance would come up with the idea that every tax office develops its own forms for collecting income tax and looks for forms on the Internet from other authorities.

I can't say anything about tax offices now, but I know that this is actually a problem in many areas, that everything used to be regulated in a decentralized way and everyone did their own thing. But yes, of course they want to move away from that in those areas as well.

Not looking for the material somewhere at random sources where no one objectively evaluates the quality and accuracy.

Evaluating that is definitely part of the teachers' job. You have to give our teachers a bit of credit there. Basically, I think it makes sense for a lot of material to be provided in that way. It makes no sense to reinvent the wheel from scratch every time. But if you become too rigid and always first have to assemble a committee somewhere to decide whether a material is approved or not, then discussing current topics becomes virtually impossible. "No, sorry, we can't discuss the topic because there are no materials on it yet" also sounds like hell sometimes.

We have talked past each other. I am aware that there are teachers who gather their material from the internet and then adopt it 1:1. And that is exactly what I don't want. Not searching for material somewhere at random sources where no one objectively assesses the quality and accuracy. It is like taking an unfiltered Wikipedia article as absolute truth. I have no idea about the quality or whether the content is ultimately even correct. Therefore, a central place that prepares the materials correctly and practice-oriented and makes them available to all teachers.

Almost correct: talking past each other yes, but not past tense. I was not speaking of teachers who sweep together from the "internet" (in the sense of "most questionable sources of all countries, unite") whatever so-and-so has published there. Rather, of teachers who use the internet to organize exchange platforms for teaching materials (where you know the other participants and their teaching qualifications). One need not fear the Jekami quality of various Wikipedias there. If such platforms are not administrated by ministries of education, I see it rather as an advantage that they function more innovatively. If the organizers had waited until such things had been at least standardized on a federal state level, the basic idea would still be nationwide in the waiting-for-Godot stage. Therefore, fractally and uncoordinated, a guerrilla of usually department heads has come together to spare fellow teachers beyond their own staff from reinventing the wheel multiple times and to recommend best practices for imitation.