details
Article (from a serial) accessible via
URN: urn:nbn:de:0111-pedocs-320626
DOI: 10.25656/01:32062; 10.35468/6127-11
URN: urn:nbn:de:0111-pedocs-320626
DOI: 10.25656/01:32062; 10.35468/6127-11
| Title |
"Digitale Lerngemeinschaften" zur Professionalisierung schulischen Mentorings im Praxissemester |
|---|---|
| Authors |
Klaß, Susi  ;
Zastrow, Maya ;
Bosse, Nicole;
Gröschner, Alexander  |
| Source | Schöning, Anke [Hrsg.]; Schwier, Volker [Hrsg.]; Klewin, Gabriele [Hrsg.]; Ukley, Nils [Hrsg.]: Schulpraktische Studienelemente. Ansätze und Positionen zur Professionalisierung. Bad Heilbrunn : Verlag Julius Klinkhardt 2024, S. 157-171 |
| Document | full text (283 KB) |
| License of the document |
|
| Keywords (German) | Lehrerbildung; Professionalisierung; Praxissemester; Schulpraxis; Mentoring; Reflexion <Phil>; Lehramtsstudent; Lerngemeinschaft; Lernbegleitung; Digitalisierung; Fortbildung |
| sub-discipline | Curriculum and Teaching / School Pedagogy Higher Education |
| Document type | Article (from a serial) |
| ISBN | 978-3-7815-6127-4; 978-3-7815-2671-6; 9783781561274; 9783781526716 |
| Language | German |
| Year of creation | 2024 |
| review status | Peer-Reviewed |
| Abstract (German): | Auf den Bedarf an Konzeptionen zur professionellen Reflexion schulpraktischer Erfahrungen und daran anknüpfender Mentoringqualifikationen schulischer Praktikumslehrpersonen reagieren die Autor*innen in ihrem Text. Als zentrales Charakteristikum geeigneter gemeinsamer Lerngelegenheiten von Mentor:innen und Studierenden wird die wechselseitige Bezugnahme der Lernorte beschrieben. Hierfür wird ein in Form verschiedener Module und digitaler Tools organisiertes Angebot zur adaptiven Begleitung von Praxissemesterstudierenden als professionelle Lerngemeinschaften präsentiert. (DIPF/Orig.) |
| Abstract (English): | There is a continuous call for more practice in teacher professionalisation. At the same time, the effectiveness is controversially discussed. A significant feature of the effectiveness of a field experience is the adequate mentoring both at accompanying university courses and placement schools. A systematic introduction of theory (at university) and learning opportunities in practice (at school) in the form of coherent mentoring is of great importance. However, there has been a lack of this systematic linking of the knowledge acquired at the university with practical professional experience. This aspect is the aim of the project “Digital Learning Communities for Coherent Learning Support in the Jena Model of Teacher Training” (DiLe). Digitally advanced training modules that have been specially designed enable the school mentors to deal with the current content of the subject didactics involved and of educational sciences. Through the exchange and joint reflection of the content and the experiences in applying it with other mentor teachers and with university lecturers, digital learning communities are created in the project. This article focuses on the module “ROUTE”, especially on the reflective examination of a teacher’s understanding of becoming a qualified mentor for student teachers. (DIPF/Orig.) |
| is part of: | Schulpraktische Studienelemente. Ansätze und Positionen zur Professionalisierung |
| Statistics |  Number of document requests
|
| Checksums | checksum comparison as proof of integrity |
| Purchase order | Check the possibility to purchase this document on buchhandel.de (only in German) |
| Date of publication | 22.11.2024 |
| Citation | Klaß, Susi; Zastrow, Maya; Bosse, Nicole; Gröschner, Alexander: "Digitale Lerngemeinschaften" zur Professionalisierung schulischen Mentorings im Praxissemester - In: Schöning, Anke [Hrsg.]; Schwier, Volker [Hrsg.]; Klewin, Gabriele [Hrsg.]; Ukley, Nils [Hrsg.]: Schulpraktische Studienelemente. Ansätze und Positionen zur Professionalisierung. Bad Heilbrunn : Verlag Julius Klinkhardt 2024, S. 157-171 - URN: urn:nbn:de:0111-pedocs-320626 - DOI: 10.25656/01:32062; 10.35468/6127-11 |
share content at social platforms
Teile diese Seite:
