Conception and Implementation of new Formats of Internship-Supervision

Abstract

In the four-week school internship at the Leuphana University Lüneburg, student teachers are supposed to plan and conduct their own lessons for the first time. The main focus of these first school-practical experiences is on the promotion of classroom management competencies. The corresponding
didactic-methodological basics are worked out with the students in the preceding seminars. During the school internship, student teachers will reflect on their own lessons and receive feedback on classroom management from fellow students and lecturers. Traditionally, this coaching takes place face-to-face and directly after the lesson (therefore we call it live coaching). In the summer semester
2017, this conventional internship supervision was expanded by new online and partially video-based formats. Students of the V-Coaching seminars recorded themselves twice during their lessons. From each of these videos they selected a five to ten-minute sequence, which they then uploaded to Moodle, an onlinelearning- platform. Using this video sequence, the students wrote a self-reflection focusing on classroom management and received feedback from fellow students and lecturers. Students of the T-Coaching seminars reflected on their own lessons based on their memories in text format. They also uploaded these self-reflections to Moodle and received feedback. First empirical results show that the students of the V-Coaching seminars could increase their professional vision of classroom
management more than students of the Live-Coaching seminars. In addition, the V-Coaching seminars in particular were well accepted and seem to have a motivational factor on students. Hence, the conceptualization and design of new online and video-based coaching formats during the internship seems to be a meaningful supplement to conventional live coaching.