School Internships, Reflection, Professionalization

Five Seminars of Reflective Practice and their Evaluation

Authors

  • Jan Christoph Störtländer Universität Bielefeld
  • Wiebke Fiedler-Ebke Universität Bielefeld
  • Eiko Jürgens Universität Bielefeld
  • Lilli Kindsvater Universität Bielefeld
  • Denise Klenner Universität Bielefeld
  • Catania Pieper Universität Bielefeld
  • Nicole Valdorf Universität Bielefeld

DOI:

https://doi.org/10.4119/hlz-2538

Keywords:

Professionalization, school internship, teacher training

Abstract

The Cluster “Critical-Reflective Practices” is part of Biprofessional at Bielefeld University within the nation-wide “Qualitätsoffensive Lehrerbildung”. It offers five different approaches to reflective practices during school internships in the Bachelor and Master studies of educational science in teacher training. The approaches aim at a strong connection between scientific practices and practices at schools. Students establish a continuous practice of reflection to support their professionalization. The Cluster offers different settings of in-school and school-connected internships and corresponding seminars with different types of reflective practice, ranging from systemic, solution-oriented approaches to supervisory-psychoanalytical methods and their scientific accompanying research. In the following paper, all five seminars are presented in detail and preliminary results of our experience and evaluation of the seminars and internships are discussed in the general discourse concerning reflection, professionalization and school internships.

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Further information

Published

2020-01-28

How to Cite

Störtländer, J. C., Fiedler-Ebke, W., Jürgens, E., Kindsvater, L., Klenner, D., Pieper, C., & Valdorf, N. (2020). School Internships, Reflection, Professionalization: Five Seminars of Reflective Practice and their Evaluation. HLZ – Herausforderung Lehrer*innenbildung, 3(2), 399–435. https://doi.org/10.4119/hlz-2538