University of Bremen: Tandem fellowship for innovations in university teaching

It is a program to specifically promote innovations in university teaching: Professor Anne Levin and Professor Andreas Grünewald from the University of Bremen receive a tandem fellowship from the Stifterverband and the Baden-Württemberg Foundation. It is endowed with 30,000 euros.
The Stifterverband and the Baden-Württemberg Foundation promote the best concepts that further develop and improve university teaching. The jury selected and awarded 17 concepts from 179 applications. The educational scientist Anne Levin and the linguist Andreas Grünewald have received one of six so-called tandem fellowships. Here, researchers who cooperate across disciplinary boundaries are specifically funded.

“Multi-perspective access to educational diagnostics necessary”
Anne Levin and Andreas Grünewald work in different departments and fields of work at the University of Bremen: Levin heads the field of general didactics and empirical teaching science (focus on educational psychology) in the field of education. Andreas Grünewald is a didactic specialist for Romance languages in the linguistic and literary studies department. “We deal with the subject of educational diagnostics from very different perspectives. We found that both perspectives complement each other very well and that in teacher training a multi-perspective approach to pedagogical diagnostics is necessary, ”both agree.

Classroom simulations as role play
In their tandem project, a classroom simulation on the subject of diagnostics is to be developed. The aim is to promote the networking of knowledge areas from subject didactics and educational sciences in student teachers. The prospective teachers should determine the learning requirements and processes of the students. You take on the role of teacher and deal with pedagogical and didactic diagnostics within the framework of standard school situations. In these simulations, they make diagnostic decisions under quasi-realistic conditions and experience their possible consequences.
The didacticians want to implement the simulations with their students in seminars as role play. They use a combination of playing cards and QR codes . This enables the students to receive information about a virtual class. Field research in the form of real classroom recordings and interviews also serves to identify practical situations. The curricular anchoring takes place across phases both before and after the internship semester.

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