Course I

Course I “Role(s) in learning support” focuses on the conscious perception and reflection of one's own role(s) in the support of students and/or trainee teachers. For this purpose, materials on the roles of mentors, which are well documented in science, are provided in the form of digitally supported learning modules. The aim is to build on the experiences of the course participants and, if necessary, to encourage an alternative understanding of the role.

The supervision of students by experienced teachers during practical school phases is of great importance. In particular, situationally and contextually adapted forms of support and consideration of the expectations and prerequisites of all actors during the internship are considered essential for establishing a successful learning and working relationship and effective learning support. Dealing with and reflecting on existing role diversity and one's own understanding of roles helps to critically question one's actions as a mentor, develop alternative courses of action and integrate changes into future actions. As a result, this can contribute to the further development of one's own professionalism.

The course is divided into three levels, each with a learning and training module. The short review “Learning support in practical phases of teacher training” (level Knowledge & Reflection), which provides an insight into current research findings on adaptive learning support in internships and the roles of mentors, is suitable as an initial introduction to the topic. Building on this, the self-exploration “My role in mentoring prospective teachers” (level Application & Testing) offers the opportunity to get to know different roles in learning support and to test one's own role as well as alternative role profiles. Finally, with the help of the interactive presentation “Planning, conducting and reflecting on lesson discussions with (prospective) teachers” (level Exchange & Transfer), students can observe and reflect on their own role using the example of lesson discussions and discuss this with colleagues and/or prospective teachers as part of a work assignment.

Time frame and topics

We recommend that you spend a maximum of 10 hours and 12 hours on our digitally supported learning modules on the topics of “Role(s) in learning support” and “Communication in the classroom to promote learning” to achieve a beneficial effect.

Offer of digital exchange meetings

One digital exchange meeting per course offers the opportunity to discuss content with university lecturers and other training participants. Zoom access to the exchange meetings is available on the online course platformExternal link. There you can access the content of our course free of charge and flexibly in terms of time and location.

Prerequisites for participation

• Interest in advising/supporting students and teacher trainees;
• interest in topics of teacher-pupil interaction and classroom observation;
• interest in pedagogical issues of teacher action

If you have any questions, please contact Nicole Bosse (nicole.bosse@uni-jena.de).