Shaping multi-phase cooperation in digitisation-related teacher education

Abstract

Using the field of linguistics as an example, this article discusses the possibilities and limitations of multi-phase cooperation in digitisation-related teacher education. The example is utilised to highlight both the focus as well as the methodology of this publication. As numerous studies on digitisation-related teacher training have documented room for improvement concerning the use of digital media for the design of teaching and learning processes in schools, they give reason for further development with the aim of promoting the cumulative competence development and the cooperation of the different phases of teacher education. So-called “Communities of Practice", "Service Learning" and the “Praxissemester”, a practical part of the university education of aspiring teachers in North-Rhine-Westphalia (NRW), are considered as special forms of such cooperation in this issue. While the multi-phase cooperation in "Communities of Practice" focuses on the aspect of multi-perspectivity through the exchange of impulses, "Service Learning" combines the testing and reflection of acquired knowledge through social engagement in the school environment on the basis of co-constructive cooperation. The NRW practical semester in turn is regarded as an institutionalised interface of joint teacher training in the form of mandatory institutionalised cooperation. Both theoretical conceptual and empirical contributions relating to the aforementioned forms of multi-phase cooperation in digitalisation-related teacher education are provided to deepen understanding at this point.