Kognitive Meisterlehre als Rahmen für Lernumgebungen in der Fremdsprachenlehrerausbildung - Reflexionen über Implementierungsmöglichkeiten
Cognitive Apprenticeship as a Framework for Learning Environments in Foreign Language Teacher Training - Reflections on Implementation Possibilities

Summary/Abstract: This article explores the theoretical foundations of the concept of Cognitive Apprenticeship as a model for designing effective learning environments and its potential in the training of foreign language teachers. Cognitive Apprenticeship, developed by Collins, Brown, and Newman (1989), emphasizes the importance of making cognitive and metacognitive processes visible through experts and the gradual development of problem-solving strategies among learners. The article presents a practical example illustrating how prospective teachers can acquire skills in designing affective and referential tasks within a seminar framework. It provides a detailed description of how heuristic and control strategies are purposefully applied to model, reflect on, and gradually promote autonomy in learners. The article highlights the significance of authentic, context-based tasks and social interaction for the development of transferable competencies. The proposed methodology offers innovative approaches to bridging theory and practice in foreign language didactics, aiming to prepare teachers for designing effective and sustainable teaching units.

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