Simulations in the Teacher Training Module “Fit for Heterogeneity through Scenario-Oriented Learning”.

A Theory-Practice Interconnection Concept for Competence Development in the DaZKom-Dimension “Multilingualism”/ Facet “Dealing with Heterogeneity”

Abstract

Pre-service teachers always have wished for a professionalization that is practice-oriented, but at the same time takes place in a protected framework (Makrinus, 2012). Particularly for cross-sectional topics such as heterogeneity, especially for the heterogeneity dimension of multilingualism, there is often a lack of concepts that 1) make students aware of multilingualism (Karakaşoğlu et al., 2017), 2) link theory and practice and 3) provide opportunities to learn for an action- oriented professionalization. Pre-service teachers also perceive this gap and do not feel well-prepared in many respects (Döll et al., 2017; Ricart Brede, 2019). The article presents a seminar session in which students and actors simulate conflict talks (e.g., parent-teacher) that have their origin in the topic of multilingualism. In this way, pre-service-teachers should be enabled to apply and reflect on their knowledge and perceptions in an authentic and real-world context. The intensive preparation and reflection phase should give them the opportunity to explore their own potential and limits even before entering the professional context. And all of this is situated in a protected environment in which their actions do not yet have any immediate consequences for students, parents, etc. Evaluation results also show that the method presents an exceptional opportunity to learn for practical professionalization in the “DaZKom” (German as a Second Language) model dimension “Multilingualism”/facet “Dealing with heterogeneity”.