Course I

Course I, ‘Role(s) in Learning Support’, focuses on consciously recognizing and reflecting on one’s own role(s) in supporting pre-service teachers. To this end, materials on the well-documented roles of mentors in academic research are provided in the form of digitally supported learning modules. The goal is to build on the participants’ experiences and, where appropriate, to foster an alternative understanding of these roles.

The support that experienced teachers provide to pre-service teachers during school-based teaching practicums is of great importance. In particular, forms of support tailored to the specific situation and context, as well as consideration of the expectations and prerequisites of all those involved in the practicum, are considered essential for establishing a successful learning and working relationship and providing effective learning support. Engaging with the existing diversity of roles and one’s own understanding of one’s role, as well as reflecting on these, helps participants critically examine their actions as mentors, develop alternative approaches, and incorporate changes into their future practice. Ultimately, this can contribute to the further development of their own professionalism.

The course is divided into three levels, each of which comprises a learning or professional development module. The brief overview ‘Learning support during the practical phases of teacher training’ (‘Knowledge & Reflection’ stage) is ideal for an initial introduction to the topic and offers insight into current research findings on adaptive learning support during student teaching as well as on the roles of mentors. Building on this, the self-exploration module ‘My role in supporting trainees’ (level ‘Application & Testing’) offers the opportunity to familiarize oneself with various roles in learning support and to explore one’s own role as well as alternative role profiles. Finally, with the help of the interactive presentation ‘Planning, conducting and reflecting on classroom discussions with (trainees)’ (‘Exchange & Transfer’ level), participants can observe and reflect on their own role using classroom discussions as examples, and discuss this with colleagues and/or trainees as part of a group assignment.

The online course is freely accessible. The direct link below will take you directly to the course room on the Virtual Campus Thuringia (VCT). Upon successful completion of the course, participants have the opportunity to receive a certificate.

Time commitment and topics

To complete the online course thoroughly and effectively, you should set aside 3 to 5 hours. You can pause the course at any time and resume it whenever you like.

Digital discussion sessions

In addition to completing the online course in its entirety, an optional digital discussion session offers the opportunity to explore the course content in greater depth with instructors and other participants. You can find the Zoom link for the discussion session for the current academic year on the Virtual Campus Thuringia (VCT).

Requirements for Participation

The online course is free, open to the public, and allows you to explore the content at your own pace, regardless of time or location. It is suitable for teachers, mentors, and trainees in all fields. To participate, you must have an interest in topics related to counseling for students and trainees, as well as in pedagogical issues concerning teaching practice.