Presenting the Teaching Clinic and its projects to science and practice
Find here our publications in academic journals and books, at conferences, and in practitioner literature.
Publications about the Teaching Clinic or its projects in journal projects in academic outlets.
Research Methods in Teacher Education: Meaningful Engagement Through Service-Learning
Froehlich, D. E., Hobusch, U., & Moeslinger, K. (2021). Research Methods in Teacher Education: Meaningful Engagement Through Service-Learning. Frontiers in Education, 6, 1–8. https://doi.org/10.3389/feduc.2021.680404
Competence in research methods is a major contribution to (future) teachers’ professionalism. In the didactical approach presented here, which we call the Teaching Clinic, we combine service-learning and design-based research to create meaningful learning engagements. We present two cases to illustrate the objectives, processes, and outcomes of the service-learning projects and reflect about both in terms of learning and service outcomes. This includes discussions of how this didactical approach led to motivation and engagement, how principles of transfer of training are obeyed, and what this means quite generally for school-university relationships. All stakeholders of the Teaching Clinic—students, teachers, and the course facilitator—are also present in the team of authors.
Education for Sustainable Development: Impact and Blind Spots within Different Routes in Austrian Teacher Education
Hobusch, U., & Froehlich, D. E. (2021). Education for Sustainable Development: Impact and Blind Spots within Different Routes in Austrian Teacher Education. Sustainability, 13(21), 11585. https://doi.org/10.3390/su132111585
Education for sustainable development (ESD) is increasingly being perceived as the educational paradigm of our time. Here, teachers act as multipliers in the dissemination of that new paradigm into practice. The question arises, however, as to how far teachers themselves are exposed to ESD issues in their initial teacher training and education. In this exploratory, mixed-methods study, we investigate the exposure of students to ESD-related topics in different routes of teacher education in Austria. We do so by means of a quantitative survey instrument, which was specifically developed for this investigation in a qualitative pre-study. Within the investigated routes we note different distributions of ESD-related topics. These findings serve as a starting point for deeper analyses, as well as an impetus to question existing curricula in different teacher education routes with regard to different ESD-related topics.
Publications about the Teaching Clinic or its projects in practitioner outlets.
Die Teaching Clinic in der Agrarpädagogik
Hobusch, U., Kirner, L., & Froehlich, D. E. (2023). Die Teaching Clinic in der Agrarpädagogik. B&B Agrar.
Die Teaching Clinic (TC) (Froehlich et al., 2021) ist ein mehrfach international ausgezeichnetes Lehrkonzept in der
Lehramtsausbildung an Universitäten und Hochschulen, in dem Lehrende an Schulen aus ihrer Praxis heraus eigene
Problemstellungen einreichen, die dann von Studierenden wissenschaftlich aufgearbeitet werden. Aus pädagogischer Sicht
wird hier „Service Learning“ (Bringle, Hatcher, 1996) umgesetzt, das heißt: die Studierenden lösen nicht nur ein konkretes
Problem für die einreichende Lehrperson—leisten also einen Service—, sondern nutzen diesen Kontext auch, um direkt in
der Praxis zu lernen. Aus methodischer Sicht wird dabei mit „Design-Based Research“ (Bakker, 2018) vorgegangen, einem
sehr praxistauglichen, methodologischen Ansatz, in dem nicht nur die wissenschaftliche Evaluation, sondern das Tun, die
Intervention, im Zentrum steht.
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