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Beiträge zur Lehrerinnen- und Lehrerbildung 34 (2016) 2, S. 219-229, Eine Verknüpfung von Theorie und Praxis in der universitären Lehrerinnen- und Lehrerbildung stellt eine notwendige Bedingung für den Aufbau (fach)didaktischer Handlungskompetenzen bei Studierenden dar. Mit dem Lernarrangement «Videokonferenzsystem» wurde ein Konzept des gegenseitigen Expertiseaustauschs für Lehrveranstaltungen entwickelt, welches eine enge Verknüpfung zwischen schulischer Praxistheorie und universitärer Theoriepraxis fördert. Eine exemplarische Analyse zeigt dabei, dass Studierende durch das Lernarrangement «Videokonferenzsystem» nicht nur Wissen erwerben, sondern im Bereich des formativen Assessments auch ihre fachdidaktischen Handlungskompetenzen bedeutsam erweitern können., Linking theory and practice in teacher education is a necessary condition for preservice teachers’ development of specialized pedagogical action skills. Against this background we developed the learning environment «videoconferencing system» as a means for mutual exchange of expertise in courses. The aim of this system is to promote a close link between school practice-theory and university theory-practice. An example analysis of our accompanying research study shows that working with the videoconferencing system not only fosters preservice teachers’ knowledge, but also their pedagogical action skills in the domain of formative assessment.

Bridging the gap between theory and practice in a meaningful way is one of the major challenges facing teacher training today. This problem could be solved in several ways, but this paper examines the potential of video-based learning to engage trainee teachers in school–university partnerships using video conferencing technology. Often utilized in other educational contexts, video conferencing enables audio-visual exchanges between universities and schools via Internet with the advantage of involving a broad variety of stakeholders simultaneously. Drawing on theoretical insights, trainee teachers develop lesson materials and ideasthey can then watch practising teachers realise in a live classroom setting. Afterwards they have the opportunity for discussionswith teachers and pupils. Live streaming affords trainee teachers the benefits of observing actual classroom situations in real time, actively engaging them in real school problems and potentially broadening their perspective through deeper learning about teachers’ and pupils’ views and ideas. In a qualitative interview study, trainee teachers who took part in a video conferencewere asked to evaluate their work with the conferencing system. The study showed that students criticized the technical equipment. However, they were mainly positive in their assessment of this technology emphasizing the usefulness of joint exchanges and reflections, contextualized observations, and their own active engagement. Future research should include quantitative studies to expand the attitude survey Bridging the gap between theory and practice in a meaningful way is one of the major challenges facing teacher training today. This problem could be solved in several ways, but this paper examines the potential of video-based learning to engage trainee teachers in school–university partnerships using video conferencing technology. Often utilized in other educational contexts, video conferencing enables audio-visual exchanges between universities and schools via Internet with the advantage of involving a broad variety of stakeholders simultaneously. Drawing on theoretical insights, trainee teachers develop lesson materials and ideas they can then watch practising teachers realise in a live classroom setting. Afterwards they have the opportunity for discussions with teachers and pupils. Live streaming affords trainee teachers the benefits of observing actual classroom situations in real time, actively engaging them in real school problems and potentially broadening their perspective through deeper learning about teachers’ and pupils’ views and ideas. In a qualitative interview study, trainee teachers who took part in a video conference were asked to evaluate their work with the conferencing system. The study showed that students criticized the technical equipment. However, they were mainly positive in their assessment of this technology emphasizing the usefulness of joint exchanges and reflections, contextualized observations, and their own active engagement. Future research should include quantitative studies to expand the attitude survey.

Bridging the gap between theory and practice in a meaningful way is one of the major challenges facing teacher training today. This problem could be solved in several ways, but this paper examines the potential of video-based learning to engage trainee teachers in school–university partnerships using video conferencing technology. Often utilized in other educational contexts, video conferencing enables audio-visual exchanges between universities and schools via Internet with the advantage of involving a broad variety of stakeholders simultaneously. Drawing on theoretical insights, trainee teachers develop lesson materials and ideasthey can then watch practising teachers realise in a live classroom setting. Afterwards they have the opportunity for discussionswith teachers and pupils. Live streaming affords trainee teachers the benefits of observing actual classroom situations in real time, actively engaging them in real school problems and potentially broadening their perspective through deeper learning about teachers’ and pupils’ views and ideas. In a qualitative interview study, trainee teachers who took part in a video conferencewere asked to evaluate their work with the conferencing system. The study showed that students criticized the technical equipment. However, they were mainly positive in their assessment of this technology emphasizing the usefulness of joint exchanges and reflections, contextualized observations, and their own active engagement. Future research should include quantitative studies to expand the attitude survey

Schulen und außerschulische Bildungsinstitutionen stehen insbesondere aufgrund gesellschaftlicher Veränderungen vor ständigen Wandlungsprozessen. Aufbauend auf dieser Erkenntnis werden in diesem Artikel die Zukunftstage Bildung als universitäres Veranstaltungsformat der Lehrerbildung in Lüneburg dargestellt. Studierende erwerben Schlüsselkompetenzen durch die Erarbeitung tragfähiger Konzepte für Herausforderungen aus der (Bildungs-)Praxis. Hierzu wurde ein prototypischer Ablauf entwickelt, durchgeführt und evaluiert.Der Artikel macht Entwicklungs- und Transfermöglichkeiten der Zukunftstage Bildung deutlich.

Die „Lüneburger Heide“ ist ein exemplarisches Themenfeld für regionale Bezüge im Sachunterricht. Solche Bezüge werden im Unterricht der Grundschule leicht als traditionelles Inventar des Curriculums angesehen und aus der klassischen „Heimatkunde“ übernommen. Damit verbundenen ist auch die Zielsetzung, „die Heimat zu kennen“. Derartige Ansätze gehen in der Regel über die Aneinanderreihung von Faktenwissen nicht hinaus. „Weltorientierung“ als Prinzip des Sachunterrichts stellt andere Ansprüche; sie fragt danach, welche Grundeinsichten exemplarisch gewonnen werden können, wenn Mensch-Natur-Zusammenhänge, die Gestaltung gesellschaftlichen Zusammenlebens, die Gesetze der Natur im Kontext menschlicher Erfahrungen oder kulturelle Errungenschaften im regionalen Umfeld thematisiert werden. So kommt die „Lüneburger Heide“ als exemplarische Kulturlandschaft in den Blick.