Journal for Educational Research Online (JERO): Issue 1/2024, 16. Volume Requirements and Limits of School and Higher Education in Tension; Perspectives of University Teacher Trainers in the DSSZ

Publication date: 06.03.2025
Against the background of the demand for research in the field of teacher professionalization in the field of German as a second language, the article provides insights into university teaching. This article focuses on teacher trainers in the German DaZ-module, which compulsorily prepares pre-service teachers for linguistically responsive teaching. Due to the sometimes very limited scope of the compulsory 6 CP-modules, university teachers and their courses are given a crucial role in this context. The article shows which teaching goals university teachers set for themselves in the DaZ-module, how they design their courses in terms of content and methodology and what reasons they give for this form. Problem-centered interviews (N = 20) show that university lecturers are permanently in a state of tension. What they actually consider necessary for their teaching and their target group and what they actually do, e. g. due to the scope of the module, varies a lot in some cases. In addition, the term “sensitization” emerges as a guiding vocabulary by which the module is framed. From the results, impulses for the design of the modules, the need for further learning opportunities and research at the university are derived and discussed.

Keywords
teacher education, teacher trainers, German DaZ-module, teaching goals