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<p>This article presents a&#xa0;teaching practice seminar that addresses the theory-practice gap in teacher education and explores the development of professional competencies from theoretical engagement to practical implementation. In a&#xa0;seminar for pre-service teachers of English as a&#xa0;foreign language, linguistic content from the field of Global Englishes was combined with subject-specific pedagogical approaches. Working collaboratively, the students developed lesson plans, which they subsequently implemented in regional schools in a&#xa0;team-teaching format. This article analyzes the students’ reflections on their lessons from the first two iterations of the seminar. Group reflections were recorded, transcribed, and evaluated using qualitative content analysis based on a&#xa0;category system derived from the COACTIV model of professional competencies. The results show that students reflected on cognitive competencies (content knowledge, pedagogical content knowledge and pedagogical-psychological knowledge), as well as motivational-affective competencies. Building on these findings, the paper discusses the potential for further developing the COACTIV model and theory-practice formats in teacher education.</p>

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Professionelle Kompetenzen im Theorie-Praxis-Transfer: Eine qualitative Analyse von Unterrichtsreflexionen im Schulpraxisseminar

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年11月12日

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  • Jan-Friso Heeren,
  • Pascal Hohaus

摘要

This article presents a teaching practice seminar that addresses the theory-practice gap in teacher education and explores the development of professional competencies from theoretical engagement to practical implementation. In a seminar for pre-service teachers of English as a foreign language, linguistic content from the field of Global Englishes was combined with subject-specific pedagogical approaches. Working collaboratively, the students developed lesson plans, which they subsequently implemented in regional schools in a team-teaching format. This article analyzes the students’ reflections on their lessons from the first two iterations of the seminar. Group reflections were recorded, transcribed, and evaluated using qualitative content analysis based on a category system derived from the COACTIV model of professional competencies. The results show that students reflected on cognitive competencies (content knowledge, pedagogical content knowledge and pedagogical-psychological knowledge), as well as motivational-affective competencies. Building on these findings, the paper discusses the potential for further developing the COACTIV model and theory-practice formats in teacher education.