For teachers in vocational education and training (VET), lifelong learning and related further training is important to meet the growing demands of the teaching profession. This paper analyses the perception of technology and e-learning of teachers in Poland, Italy and Germany. The innovative aspect of this study lies in its combination of general perceptions of online learning and technology on the one hand and findings in relation to a specific online Teacher Training Tool on the other hand. The aims of this study are to show the relevance of e-learning in teacher training and to measure the perception and acceptance of this form of further training by VET teachers. The results should provide support for the further design and development of online education formats for teachers. The evaluation was carried out using a quantitative cross-cutting study using a standardised questionnaire. The results of an online questionnaire show that the approach of online learning as a form of teacher training was met with great interest among VET teachers and that the perception of one’s own benefit from such a training option was positive. The quality of the online learning units is decisive for the acceptance of e-learning opportunities. One limitation of this study is that the diverse country-specific cultural aspects and systems of teacher training could only be taken into account to a limited extent. This paper enables international comparative research on teacher training to be integrated using e-learning formats.

Although the usage of case studies is very common in teaching worldwide, there has been inadequate discussion concerning the quality with respect to teaching and learning. The focus of this article is to assess the pedagogic aspect of business case studies in academic teaching. On the basis of a specific tool to detect the pedagogical quality of business cases and related teaching notes, a total of nine award-winning case studies delivered by a well-known publishing house were analysed. The findings indicate that the pedagogical quality varies from case to case. There are deficits concerning the focus on problem orientation and the complexity of the cases. Further weaknesses have been identified in some case studies regarding the learner’s autonomy and prior knowledge, while with respect to real-life orientation, most case studies have a high level of accordance with a pedagogic optimum.