Coping with Profession-Specific Demands

Evaluation of Case-based Learning Modules for Pre-Service Teachers

Abstract

The article includes the description and evaluation of learning modules for coping with profession-specific demands for pre-service teachers. A total of eleven learning modules were designed in a multiprofessional team. The core element of each learning module is a case description that includes an empirically documented stressor of the teaching profession. The aim of the learning modules is the development of action alternatives to deal with the situations. Hence, the learning modules take up a claim for teacher training and, in accordance with the KMK competences, create a learning opportunity that stimulates both the examination of relevant “results of strain and stress research” and “dealing with demands” (KMK, 2019). The learning modules were used as part of a master seminar at the Leuphana University of Luneburg with pre-service teachers (N = 30) and were evaluated with a pre-post design. The evaluation focuses on the possible health-promoting effect of working with the learning modules. For this purpose, the sense of coherence (Antonovsky, 1997) resp. its core dimensions comprehensibility, meaningfulness and manageability was measured as a significant health resource. The students assessed job-specific demands based on the coherence dimensions. The results show that most coherence dimensions are rated significantly more positive after working with the learning modules (post survey). The effect for the manageability is particularly high.