Training Courses

Course I “Role(s) in learning support” focuses on the conscious perception and reflection of one's own role(s) in the support of students and/or trainee teachers. For this purpose, materials on the roles of mentors, which are well documented in science, are provided in the form of digitally supported learning modules. The aim is to build on the experiences of the course participants and, if necessary, to encourage an alternative understanding of the role.

The supervision of students by experienced teachers during practical school phases is of great importance. In particular, situationally and contextually adapted forms of support and consideration of the expectations and prerequisites of all actors during the internship are considered essential for establishing a successful learning and working relationship and effective learning support. Dealing with and reflecting on existing role diversity and one's own understanding of roles helps to critically question one's actions as a mentor, develop alternative courses of action and integrate changes into future actions. As a result, this can contribute to the further development of one's own professionalism.

The course is divided into three levels, each with a learning and training module. The short review “Learning support in practical phases of teacher training” (level Knowledge & Reflection), which provides an insight into current research findings on adaptive learning support in internships and the roles of mentors, is suitable as an initial introduction to the topic. Building on this, the self-exploration “My role in mentoring prospective teachers” (level Application & Testing) offers the opportunity to get to know different roles in learning support and to test one's own role as well as alternative role profiles. Finally, with the help of the interactive presentation “Planning, conducting and reflecting on lesson discussions with (prospective) teachers” (level Exchange & Transfer), students can observe and reflect on their own role using the example of lesson discussions and discuss this with colleagues and/or prospective teachers as part of a work assignment.

Course II “Communication in the classroom to promote learning” picks up on the content of the university seminars accompanying students in their practical semester. The focus here is on communication between students and teachers in classroom interaction and materials on classroom communication conducive to learning are prepared with the help of digitally supported learning modules.

Communication in the classroom, specifically the way in which students respond to questions initiated by the teacher, is considered a decisive aspect for successful teacher action and student learning. Traditionally, the teacher-directed, closely managed classroom discussion tends to dominate in the classroom, which tends to have a negative impact on the learning process, especially in terms of learner motivation. Dialogic discussion using specific methods and strategies is a proven approach for actively involving students in classroom discussions and positively influencing their learning processes.

The course is divided into three levels, each with a learning and training module. For a first introduction to the topic, the podcast “Designing classroom communication to promote learning” (Knowledge & Reflection level) is suitable, which provides an insight into current research findings on the topic of communication in the classroom and shows concrete approaches to conducting discussions and specific methods and strategies for involving students more actively in lessons. Building on this, the video-based reflection “Describe - Explain - Integrate” (level Application & Testing) offers the opportunity to analyze a videotaped lesson with regard to classroom communication that promotes learning. This can enhance both personal perception and the ability to explain what has been observed in an empirically sound manner. Finally, with the help of the self-assessment “How do I initiate and promote dialogic communication in my lessons?” (level Exchange & Transfer) one can assess their own teaching with regard to previous interaction patterns with students and the  results can be used as a basis for exchange with colleagues and/or prospective teachers.