The cooperation project between Leipzig University and Chemnitz University of Technology connects students studying primary school teaching at both locations and enables them to work together collaboratively to solve practice-related problems by using the Moodle learning platform and collaborative digital tools. It thus enables theory-practice transfer at an early stage of the study programme (1st semester) and at the same time promotes in-depth competence development processes with regard to the educational science fundamentals in the study of primary school teaching.
About the research project
In the project, the case-based transfer of module content is tested in cross-university peer learning enhancement. The tasks for various video vignettes (teaching scenes) are worked on in collaboration with small group tandems from the TU Chemnitz and the University of Leipzig. The content is made available via the digital learning platform Moodle and the collaborative asynchronous processing of the tasks via multi-user applications (e.g. Etherpad). The students benefit from the broadening of perspectives of the inter-university exchange as well as from the collaboration on action-related problems in practice. The project takes up the digitisation and higher education development strategies of both locations (establishment of new professionalisation formats, digital-based knowledge transfer, "Teacher Education 2025") and touches on the third goal of the Saxon digitisation strategy (securing skilled workers).
Goals of the project
In the project, the didactic challenge of professionalisation is taken up on the basis of the significant theory-practice transfer. Although the teacher training programme is already accompanied by practical phases in the first semesters, experience has shown that students are not yet stringently successful in applying acquired theoretical knowledge and acting effectively. The facilitation of a multifaceted theory-practice linkage from the beginning of the study programme is therefore seen as a development goal at both locations in order to sustainably secure the application and reflection of action-related theoretical knowledge beyond knowledge and understanding.
The project combines two aims:
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To increase the link between theoretical professional knowledge and professional action through the training of professional teaching perception, in particular targeted attention guidance, theory-based analysis and reflection by means of a video-based learning setting.
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To increase the quality of teacher education in Saxony by using synergy effects that result from the exchange of location-specific traditions, experiences and innovations in the didactic design of teaching in the primary school teaching profession.
By means of systematic cross-university collaboration, the potential of critical-reflexive debate and joint dialogue for the further development of teaching and learning processes should therefore be utilised in the future and contribute to the establishment of shared quality standards within the framework of teacher professionalisation.
Didactic goals of the project
The project aims to implement the "establishment of new professionalisation formats" anchored in the Leipzig University Development Strategy, the "digital-based knowledge transfer" and the innovative idea of "Teacher Education 2025". In addition, the model of "success-oriented teaching" of the TU Chemnitz is taken up and the approach of "creating regional added value through the transfer of knowledge" is further considered in the focus on teacher education. By establishing a range of digital tools, case vignettes and problem-solve-based task formats that can be worked on asynchronously to the courses, a new path is being paved for the cross-university professionalisation of Saxon teachers. The collaborative work of small group tandems from both locations initiates the professional dialogue, promotes the subject discourse with the inclusion of the respective location-specific teaching-learning process, supports the cognitive consolidation of the action-related subject and methodological knowledge and strengthens the know-how transfer between lecturers and students. The digitised teaching concept in the blended learning format thus specifically aims at the implementation of securing skilled labour (Saxon Digitisation Strategy, SMWA) and the potentials of digitisation to increase teaching quality and Saxon competitiveness in the professionalisation of primary school teachers (Digitisation of Higher Education, SMWK). In this context, the synergy effects of a systematically designed cross-university collaboration are used for prospective teachers in the context of transfer-oriented competence acquisition and for lecturers with regard to the further development of the didactic design of the digital teaching offer.
Project term
15.8.2021 – 31.12.2022
Trial phase started
The cooperation project started in August 2021. The launch was accompanied by a kick-off meeting.
The project is currently in the trial phase. In November 2021, the first supervised meetings of the small group tandems will take place in order to apply the theoretical content acquired in the first weeks of the course in an exchange with the tandem partners from the other location to solve the first problem-centred tasks.
The trial phase will be evaluated in order to gain important insights into the project from the students' point of view and to determine possible optimisation needs for the continuation phase (autumn 2022).