IN-PERSON Prague Research & Teaching Conference

Abstract

Based on the exemplary introduction of project-based learning opportunities, the lecture presents a perspective on how a practice-oriented teacher education at universities can succeed in strengthening professional competencies. The projects’ design attempts to consider the fact that by growing diversity, ‘pedagogical challenge for teachers is constantly increasing’ (Platzbecker 2019: 11). This is precisely where the approach begins, as training and further education of (prospective) teachers can be seen as the central basis for successful education of all pupils, which is underlined for example by Greutmann et al. (2021: 14): ‘The decisive feature for teaching quality […] are teachers’ professional competences’. Although statements such as these have been made for years, there is still clear potential for development regarding a wide range of topics and competences among (prospective) teachers. The projects presented are intended to counteract this desideratum. The projects’ aim is to focus on the development of different, thematically linked competences in students in two ways, receptively and productively: On the one hand, students are to be sensitized to a seminar-related topic; on the other hand, they are to prepare for their later careers in school and develop teaching impulses. By teaching these units, pupils are simultaneously supported in their individual needs, while students learn by teaching as well as expand their own competences and, based on this ‘learning as experience’ (Schrittesser et al. 2022: 44), reflect on this cooperatively accompanied by the university. This form of learning is also described by Bartsch/Grottoker (2021: 20) as a ‘highly effective learning concept’ and further stated that ‘learning situations based on real-life problems and the reflective engagement of practical experiences […] are given high priority regarding the acquisition of competences’ (Jaeger et al. 2009: 26).