LEHRENDE WERDEN. WIE DAF-LEHRAMTSSTUDIERENDE IHRE LEHRERROLLE IM PRAKTIKUM WAHRNEHMEN
BECOMING A TEACHER: HOW PRE-SERVICE GFL TEACHERS PERCEIVE THEIR TEACHER ROLE DURING THE PRACTICUM

Summary/Abstract: This article examines how prospective teachers of German as a foreign language perceive and reflect on their teacher role after their first teaching experiences. The analysis is based on 40 written reflections by students completed during their school practicums. The article presents the results of the deductive analysis, which reveal that the role conceptions of these future GFL teachers are already complex and dynamic at an early stage of practice, but emphasize above all organizational, motivational, and relationship-oriented aspects. The practicum emerges as a significant space for developing teacher identity, providing opportunities both to confirm and to critically question idealized notions of the teacher role.

• Details
• Contents