Jena model of teacher training

The Jena model of teacher training was developed at the University of Jena . It is based on the structure of teacher training in three phases (university, study seminar, advanced training). The university phase was introduced in the 2007/2008 academic year as part of the Bologna process of academic reform. The first students successfully completed their studies in the 2011/12 academic year.

Framework

The Jena model is conceptually based on the teacher training standards of the German Conference of Ministers of Education and Cultural Affairs (KMK) from 2004.

Teaching Competencies

With the teacher training standards, the professional profile of the teacher was fundamentally expanded and thus aligned with the requirements of the school field. This expansion of the job profile has consequences for the education and training of teachers. It is taken up in the teacher training law of the Free State of Thuringia of 2008. In the law, teacher training is understood as a structured unit. The three sponsors are obliged to cooperate in terms of content and personnel and to mutually coordinate the training objectives and content.

Structural elements of the model

For the first phase, the Jena teacher training model assumes the modularization of the study programs on the basis of the Bologna process of the European study reform, but it maintains the basic structure of the study.

Structure of the Jena model

The Jena model does not detract from the good technical quality of teacher training. However, it creates time and space for the content of the professional sciences

• through the initial internship: 320 hours of educational work with children,
• through the practical semester of five months, carried out in cooperation with the Thuringian schools, twice a year,
• by opening up the second and (and intends to) the third phase of teacher training for the university’s professional offerings.

The Jena model allows for entry into teaching studies from the bachelor's degree programs as well as exits to the dual-subject bachelor's / master’s degree programs after two years of study without any major loss of time. This requires individual advice for those changing study program.

Initial internship

Studies show that before the Jena model was introduced, more than 60 percent of student teachers had never established long-term pedagogical contact with children and young people. They lacked practical experience in dealing with the younger generation. That is why the University of Jena is now calling on prospective students to establish a pedagogical relationship with children and young people in an introductory internship and to maintain this over a longer period of time (320 hours). In this way, the students learn what tasks an adult has who takes on (partial) educational responsibility for children or young people. The initial internship serves as a self-test for future teacher training students.

Internship semester

function

For general reasons, the Jena practical semester is placed in the middle of the course, in the 5th or 6th semester.

Internship semester

Students should have acquired a basic competence in their subjects as well as in subject didactics and in educational science before they embark on five months of school practice. But they should also have the chance to incorporate their practical semester experience into their studies. Therefore, after the five-month internship, they study another four semesters before completing the university phase with their exams. In this way, the practical semester adds the perspective of the future field of activity to the perspective of the studies. The practical semester offers an outlook on the practical skills that have to be acquired if the teaching profession is to be practiced professionally. The fact that competencies are initiated in this context that the preparatory service can follow is an additional benefit, but not the fundamental goal of the practical semester.

construction

The university has integrated five modules into the practical semester, which are supported by subject didactics, educational science and the center for teacher training and educational research. The practical semester is divided into phases: In the introductory phase, the interns are, so to speak, students who observe foreign lessons, but also help their subject teachers or prospective teachers with the preparation and implementation of lessons by taking on subtasks. In the teaching phase, the interns design and reflect on entire lessons or parts of lessons. As a rule, they should hold 20 lessons in each subject during the practical semester. In the diagnosis and evaluation phase, the schools give the interns small tasks: B.

• to prepare a learning status report for a student with diagnostic instruments,
• To ask students about the quality of a lesson with an instrument or
• conduct a survey of teachers on school development with a given instrument.

Effects

The effects of the practical semester are scientifically examined in three dimensions: stress, acquisition of skills, study and professional motivation. The studies are usually laid out longitudinally and include four partial surveys: At the beginning of the course, at the beginning of the internship semester, at the end of the internship semester and shortly before graduation. Results can be looked up in the studies that are listed in the individual records.

Advanced training didactics

Interests and resources

The didactics training is the second major professionalization project in the Jena model. While in the practical semester the institutions of the 2nd and 3rd phase support the 1st phase of teacher training, it is the other way around in the didactics training.

Modules of advanced training didactics

As a study and trainee program for the training of newly recruited specialist managers in the 2nd phase, the didactics training breaks through the boundaries of university studies. The didactics advanced training sets new accents and is a novelty in the nationwide training of specialist managers.

construction

Since the beginning of the 2010/2011 school year, around 100 teachers in Thuringia have been appointed as instructed subject managers for all types of schools. Since the didactics training is essentially an intensive training course, a group size of 55 or more participants would have opposed the training intentions. Therefore, when the new specialist managers were commissioned, a compact introductory basic qualification was offered and a 24-month extra-occupational advanced qualification was carried out with 20-25 participants in a two-year cycle. The colleagues who take part in the advanced qualification receive four hours of class relief for the weekly seminar events of the didactics training so that they can take part in the events on Mondays from 9 a.m. to 4 p.m. and prepare and follow up on them. As a supplement to the curriculum of the Monday seminar events of the didactics training course, all participants in the advanced qualification exercise an additional trainee activity. This is a self-directed and self-responsible advanced training course. Depending on the needs and the given framework conditions, this is a technical, didactic or practical event or project. For the trainee work, up to four additional hours of lesson stress per week are available per participant. A group of three to five trainees is supported by a coach from the teaching staff. The status of the results of the trainee activity is documented after every six months and concluded with a presentation in the plenary session of the didactics training.

Spiral curriculum

In the basic qualification, the didactics training course conveys the basics of specialist management in the areas of competence (1) teaching, (2) designing seminars for trainee teachers, (3) advising and (4) evaluating. The system of the advanced qualification follows a spiral curriculum . This means that the topics from the basic qualification are taken up and deepened and expanded by working out theoretical concepts. One of the strengths of didactics training is to not only impart declarative knowledge to specialist managers, but also to give them the opportunity to acquire procedural knowledge for specialist management activities and to practice them practically in phases of observation and intervision.

Award by the Stifterverband

In the context of the invitation from the university to the classroom , the Jena model of teacher training 2010 was recognized as one of four examples of good practice by the Stifterverband für die Deutsche Wissenschaft .

The aim of the program is to contribute to a regulated cooperation between universities and study seminars and to coordinate the theoretical and practical training or the first and second phases of teacher training in such a way that the future teachers can systematically develop their skills.

Web links

Commons : Jena model of teacher training  - collection of pictures, videos and audio files

Individual evidence

1. ↑ K. Kleinespel, W. Lütgert: Cooperation in teacher training between the first, second and third phase. In: W. Lütgert, A. Gröschner, K. Kleinespel (eds.): The future of teacher training. Beltz, Weinheim / Basel 2008, pp. 92–106.
2. ↑ Standards for teacher training [educational sciences] 2004. Berlin / Bonn: Permanent conference of the education ministers of the federal states in the Federal Republic of Germany. Online publication: http://www.kmk.org/fileadmin/veroeffnahmungen_beschluesse/2004/2004_12_16-Standards-Lehrerbildung.pdf (accessed on February 1, 2012)
3. ↑ Thuringian Teacher Education Act 2008. Erfurt: Thuringian Landtag. Online publication: http://www.thueringen.de/de/tmbwk/bildung/schulwesen/gesetze/lehrerbildungsgesetz/ (accessed February 1, 2012).
4. ↑ Thuringian Teacher Education Act 2008. Erfurt: Thuringian Landtag. Online publication: http://www.thueringen.de/de/tmbwk/bildung/schulwesen/gesetze/lehrerbildungsgesetz/ , Section 4 Paragraph 1 (accessed February 1, 2012).
5. ^ W. Lütgert: The Jena model of teacher training. In: W. Lütgert, A. Gröschner, K. Kleinespel (eds.): The future of teacher training. Beltz, Weinheim / Basel 2008, p. 41 ff.
6. ↑ A. Gröschner, J. Nicklaussen: Upbringing and innovating in the teaching profession - an empirical study on the assessment of skills in the first and second phases of teacher training. In: A. Gröschner, W. Lütgert, K. Kleinespel (eds.): The future of teacher training. Lines of development - framework conditions - research examples. Beltz, Weinheim et al. 2008, pp. 136–161.
7. ↑ See here and below: Regulations for the internship semester 2009. Friedrich-Schiller-Universität, Jena. Online publication: www.uni-jena.de/unijenamedia/Downloads/einrichtungen/zfd/Praxissemester/ Praxissemesterordnung.pdcf (accessed on February 1, 2012)
8. ↑ The practical semester of the Jena model differs fundamentally from the practical semester in Baden-Württemberg, as it is firmly integrated into the university's studies and not delegated to the study seminars. It also differs from the practical semesters / core internships that are integrated into the master’s courses at universities in some federal states. The latter are relatively far at the end of university studies.
9. ^ W. Lütgert: The whole teacher training - On the history of the development of the practical semester in the Jena model. In: K. Kleinespel: A practical semester in teacher training. Concepts, findings and development prospects using the example of the Jena model. Klinkhardt, Bad Heilbrunn 2014, pp. 10–31, especially pp. 20 ff.
10. ↑ See the essays by Gläser-Zikuda and Falke / Zschweigert in: Kleinespel 2014, pp. 254–267 and 268–279.
11. ↑ K. Kleinespel, F. Ahrens: The implementation of the practical semester. In: K Kleinespel 2014, pp. 32–50.
12. ↑ cf. the essays by Dreyer, Freudenberg / Winkler / Gallmann / von Petersdorff, Mey, Dickel / Schneider, Woest / Hoffmann, Dreer / Kampf-Hargrave / Samu / Taskinen / Kracke / Herzer in: Kleinespel 2014.
13. ↑ A. Jantowski: The burden of teacher training students under the conditions of a modularized course. In: Empirical Pedagogy. 25 (2) 2011, pp. 161-197.
    A. Gröschner, C. Schmitt: "Fit for university?" - Motives for studying and choosing a career, stress experiences and competence expectations at the beginning of teacher training. In: Teacher training on the test bench 1-2. Verlag Empirische Pädagogik, Landau 2008, pp. 658–677.
    A. Gröschner: Scales for recording competencies in teacher training. An empirical instrument based on the KMK "Standards for teacher training: Educational sciences". Friedrich Schiller University, Jena 2009. Online publication: www.uni-jena.de/unijenamedia/Downloads/einrichtungen/zfd/Skalenhandbuch_NEU.pdf (accessed on February 1, 2012)
    A. Gröschner, C. Schmitt: Wirkt, what we move Approaches to investigate the quality of university practical phases in the context of the reform of teacher training. In: Educational Science. 21 (2) 2010, pp. 89-97.
    A. Gröschner, C. Schmitt: Competence development and learning experiences in the internship (KLiP). Final report of the longitudinal study. Institute for Psychology, Munich, TUM School of Education and Jena 2011.
    K. Kleinespel (Ed.): A practical semester in teacher training. Concepts, findings and development prospects using the example of the Jena model. Julius Klinkhardt, Bad Heilbrunn 2014.
    A. Gröschner, K. Müller: What role does the duration of an internship play? Findings based on competency self-assessments. In: Kleinespel 2014, pp. 53–75.
    A. Jantowski, S. Ebert: An empirical study on student stress. In: Kleinespel 2014, pp. 76–96.
    P. Holtz: It's also called an internship semester and not a theory semester. Quantitative and qualitative findings. In: Kleinespel 2014, pp. 87–118.
    K. Kleemann: What kind of teacher do I want to be? Professional ethics in the practical semester. In: Kleinespel 2014, pp. 119–138.
    P. Holtz: Beyond self-disclosure. Changes in teaching activities during the practical semester from the perspective of students, mentors and pupils. In: Kleinespel 2014, pp. 118–160.
14. ^ W. Lütgert: The whole teacher training - On the history of the development of the practical semester in the Jena model. In: Kleinespel 2014, pp. 10–31, especially p. 10 ff.
15. ↑ K. Kleinespel, W. Lütgert: Cooperation in teacher training between the first, second and third phase. 2008, pp. 100-105 and http://www.uni-jena.de/ZLD_Fortbildung_Didaktik.html (accessed on February 1, 2012).
16. ↑  ( page no longer available , search in web archives ) (accessed February 1, 2012).
17. ↑ F. Ahrens, K. Kleinespel: Further training didactics: Formative evaluation of a training program for subject managers in the Jena model of teacher training. In: Seminar. 2/12. Schneider-Verlag, Hohengehren 2012.
18. ↑ stifterverband.org ( Memento of the original from February 21, 2012 in the Internet Archive ) Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice.