The "Portfolio for the ‘Internship Semester’”: A cross-phase and cross-institutional concept for the development of a professional, self-reflective attitude of teachers during their education
DOI:
https://doi.org/10.4119/hlz-2709Keywords:
portfolio, Internship Semester, teacher training, reflectionAbstract
The portfolio for the Internship Semester (Praxissemester) is conceived as an accompanying reflection tool for all practical phases in the teaching degree program of the University: From the aptitude and orientation internship (EOP) to the occupational field internship (BFP) followed by the internship for a whole semester (PS) in the master program. It offers continuous reflection ideas for the development of key competences of teachers. In doing so, it not only connects the different phases of the teacher education, but also provides a basis for professional discussion and lifelong learning.
The focus of the article is on the framework for a successful use of the portfolio in the process of professional reflection. Some specific examples for practical use during the five-month Internship Semester, which is conducted at three different learning locations (school, university and Centers for Teacher Training (ZfsL) and coordinated by the Center for Teacher Education ), will be given.
The portfolio for the Internship Semester is designed by a team, which consist of representatives of all cooperating institutions. In this way, academic and practical experience help to improve the concept and its implementation as shown within this article.
The portfolio offers a framework for reflection, which can be used by students more and more individually, so that it can be regarded as a "common thread" during the entire internship. It helps to communicate their insights and ideas to mind in a professional way and to communicate them to representatives of the various institutions.
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Copyright (c) 2020 Frank Bonsack, Christian Friebe, Svenja Fukuta, Frauke Gardenier, Andreas Sadler
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