Acquiring competences for (co-)constructivist, competence-oriented, adaptive teaching

Focussing on the theory-pratice-Problem, the study aimed at fostering (co‑)constructivist, adaptive, competence-oriented teaching. Since subjects were both teacher students and experienced teachers who mentored their long-term practicum, the intervention was twofold. While learning to analyze and to rate the quality of their own videographed lessons, the two groups applied a strong scientific perspective in favour of teaching in the mentioned manner. To support the collaboration between the experienced teachers and the student teachers’ during their practica, specifically developed tools were deployed. The effects were evaluated on the basis of 8 data collection instruments, among them self-assessments of teaching competence. The two intervention groups’ assessments are compared with those of two control groups: teacher students in the established training and experienced teachers who mentored these student teachers’ practicum but were otherwise not exposed to the intervention.