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This study explored teacher cognition concerning intercultural communicative competence (ICC) among pre-service English and German teachers in China, a context influenced by a rising demand for English as a lingua franca and the increasing significance of the German language due to the 'Belt and Road' initiative. Data were gathered from undergraduate pre-service teachers of English (EnS) (n = 54) and German (GeS) (n = 89) using a questionnaire at a Chinese university. The findings revealed that: (1) EnS emphasised ICC-oriented knowledge, attitudes, and critical cultural awareness in their provided definitions of ICC, whereas GeS focused on German proficiency and target -culture-oriented knowledge; (2) EnS' length of studying English, abroad experience, and prior teaching experience exhibited varying correlations with their ICC beliefs, whereas only grade level and abroad experience were significantly related to GeS' cognition about ICC. This study contributes to the broader discourse on teachers teaching different languages and their perceptions of ICC amidst the global landscape shaped by the coexistence of multiple languages and cultures. It concludes by calling for further research examining teacher cognition and influential factors across diverse languages and educational contexts in the realm of ICC. PLAIN LANGUAGE SUMMARY: This study investigates how pre-service teachers of English and German in China understand intercultural communicative competence (ICC). Guided by Byram's (1997, 2020) ICC model, which includes five dimensions – knowledge, skills of interpreting and relating, skills of discovery and interaction, attitudes, and critical cultural awareness – we explored the ICC relevant perceptions of pre-service language teachers. Specifically, we surveyed university students training to be teachers of English and German to see how they define ICC, how their views differ, and how their experiences (such as the length of time studying the language, spending time abroad, and prior teaching experience) influence their understanding of ICC. Our findings revealed that English-major students (EnS) emphasised the importance of ICC-oriented knowledge, attitudes, and critical cultural awareness. In contrast, German-major students (GeS) focused more on German language proficiency and specific cultural knowledge. For EnS, factors like the duration of studying English, experiences abroad, and prior teaching experience influenced their views on ICC. For GeS, only their grade level and experiences abroad had a significant impact on their ICC perceptions. This study highlights the importance of incorporating ICC elements into different foreign language teacher training programmes. Understanding these differences can help improve foreign language education and promote better intercultural understanding against the backdrop of multilingualism. The study also identifies areas for further research, such as exploring these issues with other foreign languages and in different educational settings. [ABSTRACT FROM AUTHOR]

Copyright of Journal of University Research / Üniversite Araştırmaları Dergisi is the property of Journal of University Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The role of professional communities in improving teacher performance is crucial in this era. One such organization is the German language teachers' community. This research aimed to describe two things: i) The role of the German language teacher community as a pioneer of the teacher community; and ii) The role of teachers as learning leaders in planning, implementing, and evaluating German language learning. The qualitative approach was used in this study. Furthermore, the research subjects were the head of the German language teachers' community and German language teachers in Ambon City, Indonesia as members. Researchers collected data through observation, interviews, and documentation studies and analyzed the data following an interactive analysis model with analysis steps including data reduction, presentation, and verification. The results in this study showed that: i) The German language teacher community generally designs programs to strengthen teacher capacity through workshops, seminars, exchanging experiences, and making learning tools; ii) These programs are carried out according to a mutually agreed schedule by presenting competent resource persons; iii) The German language teacher community assists teachers in planning, implementing, and evaluating German language learning; and iv) As community members and learning leaders, teachers benefit from the above programs to independently practice the material they have learned at school. Implementing this role can be used as a role model for other communities. [ABSTRACT FROM AUTHOR]

The purpose of this survey research is to analyze and compare the views of classroom teachers on character education in Turkey, Germany and the U.S. In this study, in which descriptive survey method was used, data were collected from 419 teachers from three countries with questionnaire forms. The data were subjected to descriptive analysis. It was determined that character education is influenced by many factors such as family education level, media, internet, social and physical context, and that teachers in all three countries have similar views, only American teachers think differently that "social and physical context" is more important. Character education is mostly practiced in the USA, and to a lesser extent in Germany and Turkey. Teachers of three countries believe that Life & Social studies are the most important lessons that contribute character education. However, character education should be integrated with other curricula with an interdisciplinary approach preferably. Various resources such as meetings, in-school posters, books and thematic projects are used in character education and American teachers use these resources more than other teachers. According to participants, techniques such as observation, interviews, and questionnaires may be used to determine whether character education goals have been achieved. It is seen that the majority of teachers in all three countries are not sure about the possibility to achieve the goals of character education. It may be stated that teachers do not have a very high level of belief in the level of realization of character education goals. According to German teachers, values are less important, but values are acquired at a similar rate, and for Turkish teachers values are very highly important, but not realized at the expected level. In conclusion, the views of teachers from different countries on character education have similar and different aspects. [ABSTRACT FROM AUTHOR]

Teacher self-efficacy for e-Learning (TSE-EL) as well as attitudes towards e-Learning (A-EL) are highly relevant prerequisites for online teaching and learning (OTL). This study therefore analysed individual differences in A-EL and TSE-EL. Conducting latent profile analyses with n = 169 German in-service teachers, we found one group with positive A-EL as well as high TSE-EL and another with more negative A-EL and lower TSE-EL. We further analysed the differences between these groups during the COVID-19 pandemic: Teachers belonging to the group with more beneficial prerequisites were less emotionally exhausted, felt less stressed about the pandemic, perceived more success with OTL, and had higher implementation competency for OTL. These results highlight the pandemic's psycho-educational impact on teachers and provide a starting point for the development of training based on individual prerequisites. [ABSTRACT FROM AUTHOR]

The academic evaluation of teachers of languages other than English (LOTEs) has been extensively researched, especially from the perspective of academic publications. However, little attention has been paid to another key performance indicator in teacher assessment, namely, external research funding. Focusing on German language teachers (GLTs), this paper adopts a mixed methods approach to investigate the assessment requirements for LOTE teachers in terms of external research funding and the factors that may impact their accomplishments. Based on Bronfenbrenner's ecological systems theory and conservation of resources theory, we analyzed policy documents from the universities under investigation, examined "German or Germany-related" funding approvals, and conducted semi-structured interviews with eight GLTs to explore the environmental factors (individual context, institutional context, social context, chronological context) that may influence the survival of GLTs in terms of the requirements for external research funding. The findings indicate that factors from each ecological context interact with one another and have a combined influence on GLTs' external research funding application activity. Moreover, there is an imbalance between the academic demands faced by GLTs and the resource support that is available to them. This imbalance may affect the survival and development of GLTs and is likely to have a continuing influence throughout their career. The study concludes by offering some suggestions at different levels to facilitate the sustainable professional development of GLTs. [ABSTRACT FROM AUTHOR]

Previous findings on religious beliefs of teachers suggest a relation between individual religiosity and professional thinking and acting of teachers. Evidence beyond faith schools and teachers with Religious Education (RE) as a subject is scarce, suitable measuring instruments are also lacking. Therefore, this paper reports the development and validation of two scales assessing teachers' 'Beliefs regarding the appropriate role of religion in the school context' and 'Beliefs regarding the appropriate role of individual teachers' religiosity'. Data from N = 348 German teacher education students were analysed. We examined reliability and validity of both scales by employing correlation analysis, confirmatory factor analysis, analysis of convergent and discriminant validity, measurement invariance analysis and structural equation modelling. For external validation, we examined the extent to which both scales are explained by the Centrality of Religiosity Scale (CRS) and RE as a subject studied. Our analyses support the reliability and convergent and discriminant validity of both scales. Moreover, both scales are substantially explained by the CRS while none of them is explained by RE as subject. Thus, the piloted scales may be applied in future studies investigating the role of religiosity regarding the professional thinking and acting of teachers. [ABSTRACT FROM AUTHOR]

The article "The professional mandate of teachers in the context of school development" deals with the development of professional mandates for teachers in German-speaking Switzerland. These mandates were introduced in the 1990s and have since become standard in many cantons. They regulate the scope of activities and the professional image of teachers in relation to the development of schools. The article sheds light on the dynamics between professional role models and the development of schools into functioning organizations. Challenges such as teacher shortages and the overload of schools with expectations and mandates are also discussed. The professional mandate serves to clarify expectations between employers and employees and to transform the "lone wolf" mentality of teachers into a sense of collaboration. Through the negotiation and development of a professional mandate, a professional culture can be established that leads to efficient use of resources. The article deals with the development of the professional mandate for teachers and school development in general. It emphasizes that the further development of schools and school systems as a response to societal change is essential and that teachers should see themselves as actors in school development. It also points out the challenges that school leaders face in accessing times when students have school holidays. The authors emphasize the importance of a balanced distribution of working hours throughout the school year to reduce overload and increase job satisfaction. It is also noted that the introduction of the professional mandate requires careful and long-term planning. The article discusses the need for a unified professional image for teachers. It is noted that there is no common technical language or widely shared technical concept among teachers. Previous attempts to create a reference work or a common understanding base have been unsuccessful. It is argued that a shared understanding of the teaching profession and a common language are essential for education, professionalization of the profession, and collaboration among all stakeholders. [Extracted from the article]

The gap between research about education and teaching practice is well-known in most subjects/disciplines. A nationwide online questionnaire survey regarding which sources German-language teachers use for lesson preparation and what in-service training opportunities they perceive may shed light on how research findings can be incorporated into classroom practice. These are some of the results from the 403 responses: In-service training courses are popular, but judged to be of little use. Social media offers are frequently used and assessed as helpful – despite the often poor quality, which teachers do not necessarily recognise. Therefore subject didactics should rethink certain traditions and explore new ways of reaching teachers. Because teachersʼ pracƟces of lesson preparaƟon tend to be idiosyncratic rather than determined by the subject matter, the findings from the survey are equally relevant and useful for all subjects and can contribute to a better alignment of subject science, subject didactics and teaching practice. [ABSTRACT FROM AUTHOR]

We conduct a large and nationwide survey among German teachers to investigate the determinants of teachers' adaption to an increased use of educational technology during the COVID-19 school closures. We find that higher levels of technical affinity and higher perceived learning effectiveness of distance teaching are positively associated with using at least one (new) educational technology solution while teachers' age and the digital infrastructure of the school have no predictive power. [ABSTRACT FROM AUTHOR]

Copyright of Lubelski Rocznik Pedagogiczny is the property of Maria Curie-Sklodowska University in Lublin and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: Following the current rise of Antisemitism globally and in Germany, this paper examines the current situation regarding Antisemitism in teacher education. The paper aims to make a contribution for the demand of an implementation of education critical of Antisemitism in teacher education. Approach: Combining experience from university teacher training and the field of extracurricular political education we appoint perspectives for a sustainable implementation of education critical of Antisemitism in teacher training via best practice examples. We evaluate the potentials of field trips, international study groups and networks between university and agents located in civil society. Findings: The revised curricula for Social Sciences in the state of North-Rhine-Westphalia (and formerly Berlin) name current Antisemitism for the first time, indicating an urgent need for professionalization in Social Science teacher education where the facets of Antisemitism only play a minor role. Hence, expertise and existing resource must be stabilized, a structural implementation and funding is needed in order to target the challenging topic of Antisemitism. Research limitations/implications: This paper functions as a preliminary research in order to examine the given shape of Social Science teacher education and Antisemitism in Germany. A comprehensive, structured analyses of all teacher training facilities as well as extracurricular agents working in the field of education critical of Antisemitism could be useful in order to pool expertise. Nonetheless this paper encourages local collaborations between university and civil society actors. [ABSTRACT FROM AUTHOR]

The blended-learning program Learning to teach German (Deutsch Lehren Lernen – DLL), which puts vocational development of German teachers in the foreground can also be transferred to a new level – to the level of tutors who accompany the DLL program. This article shows how research-based learning also works in the field of tutoring. Based on the analysis of a data set of Practice Exploration Projects (Praxiserkundungsprojekte) PEPs, the tutor recognizes a deviation from his/her expectations with regard to the reflective competence of the participants. Given all the background, the tutor and author of this article changed her approach to supervising the participants in a new DLL-course. The article shows the results of this altered approach. [ABSTRACT FROM AUTHOR]

The current paper discusses the role and significance of German teachers in Czech society in the second half of the 19th century and the first half of the 20th century. It focuses on the habitus of German teachers and the educational and socio-political circumstances that shaped it. Both autofiction produced by teachers and their essays on educational policies will be analyzed in order to depict their social image and their self-placement in different political frameworks. This cultural-historical study is intended to stimulate further research in the current discourse on educational policy. [ABSTRACT FROM AUTHOR]

Das Thema der Ausbildung von Lehrenden wurde im DaF-Forschungsfeld, so Legutke und Schart (2016: 9), lange vernachlässigt. Es ist jedoch festzustellen, dass sich dies in letzter Zeit geändert hat. Angesichts des wachsenden Interesses seitens der Forschung und Praxis (ebd.) im Bereich der fremdsprachendidaktischen Professionsbildung widmet sich dieser Beitrag sowohl den Möglichkeiten als auch den Engpässen der subjektiven Professionsbildung von Studentinnen und Studenten im Studiengang „Sprach- und Literaturwissenschaft Portugiesisch-Deutsch" in Rio de Janeiro. According to Legutke and Schart (2016: 9) the subject of teacher training has been neglected in the German as a foreign language research field for a long time. However, it should be noted that this has changed in recent times. In view of the growing interest of researchers and practitioners (ibid.) in the field of professional qualification in foreign language didactics, this article is dedicated to analyzing both the possibilities and the bottlenecks of the subjective professional development of students in the undergraduate course "Portuguese-German Language and Literature Studies" in Rio de Janeiro. [ABSTRACT FROM AUTHOR]

Der Artikel präsentiert anhand einer Befragung von Absolventinnen und Absolventen Erfolge und Herausforderungen des deutsch-kolumbianischen Doppelmasterprogramms Maestría en Lingüística – Linea Alemán como Lengua Extranjera/MA Deutsch als Zweit- und Fremdsprache. Nach einer kurzen Vorstellung des Studiengangs wird die Planung und Durchführung der Online-Umfrage erläutert sowie ausgewählte Ergebnisse besprochen, auf Grundlage derer abschließend konkrete Verbesserungsmaßnahmen diskutiert werden. Based on the answers in a recent survey with former graduates, the article presents successes and challenges of the bi-national Master´s programme Maestría en Lingüística – Linea Alemán como Lengua Extranjera/MA Deutsch als Zweit- und Fremdsprache. After a short overall presentation of the programme, the article discusses the planning and conducting of the online survey as well as selected findings, on the basis of which the authors propose concrete measures for improvement. [ABSTRACT FROM AUTHOR]

In der Fortbildung „Sprachbildung- und -förderung / Deutsch als Zweit- und Fremdsprache", die im Verbundprojekt des Mercator-Instituts „Umbrüche gestalten" entwickelt wurde, sollten kolumbianische und deutsche Lehrkräfte gemeinsam weitergebildet werden. In vier Modulen, die an die kolumbianischen Bedürfnisse angepasst wurden, setzten sich die Lehrenden mit den sprachpolitischen Grundlagen des DaZ-Unterrichts, der Förderung bildungssprachlicher und interkultureller Kompetenzen, dem Konzept des Sprachsensiblen Fachunterrichts sowie der Sprachdiagnostik auseinander. In the teachers' professional training "Language education and language training / German as a second and foreign language", which was developed in the cooperation project "Umbrüche gestalten" of the Mercator Institute, Colombian and German teachers were to be trained together. In four modules, which were adapted to Colombian needs, the teachers dealed with the linguistic-political basics of teaching German as a second language, the promotion of academic language and intercultural skills, the concept of linguistically responsive subject teaching and language diagnostics. [ABSTRACT FROM AUTHOR]

Anders als für Lateinamerika mehrheitlich zu beobachten, ist für Chile und insbesondere die Region Valparaíso seit zwei Jahren ein massiver Rückgang der Nachfrage hinsichtlich Deutsch als Fremdsprache zu verzeichnen. Ziel des Beitrags soll sein, einen detaillierten Überblick über die aktuelle Situation in Valparaíso und Umgebung zu geben und dabei der Entwicklung von einer der ehemals aktivsten Regionen der DaF-Lehrkräfteaus- und -fortbildung hin zu einer der prekärsten Regionen in Lateinamerika nachzugehen. In contrast to the majority of Latin America, Chile and in particular the region of Valparaíso have seen a massive decline in demand for German as a foreign language in the last two years. Aim of the article is to provide a detailed overview of the current situation in Valparaíso and the surrounding area and to pursue the development from one of the formerly most active regions of GFL teachers' training to one of the most precarious regions in Latin America. [ABSTRACT FROM AUTHOR]

An introduction to the journal is presented which discusses topics within the issue incluidng position of phonetics in DaF teacher training, internationalization program of the Brazilian government, and German teacher training.

Das Programm Auf Portugiesisch Alemão sem Fronteiras (AsF) als Teilprogramm von Idiomas sem Fronteiras (IsF). Sprachen ohne Grenzen trägt durch das flächendeckende Angebot von Fremdsprachenkursen an brasilianischen Universitäten zu deren Internationalisierung bei. Die Deutschkurse werden dabei im Blended-Learning-Modus angeboten, d. h. das onlinegestützte Lernen wird durch Präsenzphasen ergänzt. Das Programm bietet auch Raum für erste Unterrichtserfahrungen der Germanistikstudierenden. Nach der Vorstellung des Programms sollen in dem vorliegenden Aufsatz erste Maßnahmen zur Deutschlehrerausbildung im Rahmen des Programms an der Bundesuniversität Paraná vorgestellt werden. The national program Languages Without Borders is an important contribution to the internationalization of Brazilian universities as it offers a wide range of language courses throughout the country. German language courses are offered in a blended learning model that consists of distance learning as well as classroom learning. As such, the program opens the possibility for a teaching practice in the field of German Studies. In this article, the program will be presented as well as the first measures to implement teacher training linked to the program at the Federal University of Paraná. [ABSTRACT FROM AUTHOR]

In Brasilien stellt der Phonetikunterricht in der DaF-Lehrerausbildung eine besondere Herausforderung dar. Da die meisten Studierenden auch DaF-Anfängerinnen bzw. -Anfänger sind, müssen sie simultan in die lautsprachliche Wahrnehmung und Produktion des Deutschen eingeführt und mit der phonetischen Transkription vertraut gemacht werden. Ziel dieses Beitrags ist es, im Hinblick auf das zu bewältigende Phonetikpensum den Einsatz von Lehrwerken für die universitäre DaF-Lehrerausbildung kritisch zu analysieren. In Brazil, teaching Phonetics in the context of GFL pre-service teacher education means a major challenge. Since most of the future teachers are also GFL beginners, they have to be introduced to the perception and production of German pronunciation and simultaneously made familiar with phonetic transcription. The aim of this article is to critically analyze the use of textbooks for the training of GFL teachers at a university, concerning the Phonetics curriculum to be handled. [ABSTRACT FROM AUTHOR]

In der vorliegenden Studie geht es um eine qualitative Untersuchung über den Beitrag einer vom DAAD finanzierten Studienreise nach Deutschland. DaF-Studierende aus zwei brasilianischen Universitäten nahmen an einem akademischen und kulturellen Programm teil, das in Kooperation mit vier unterschiedlichen deutschen Hochschulen entwickelt wurde. Ergebnisse der Studie zeigen, dass eine solche Erfahrung sowohl für den beruflichen, akademischen und persönlichen Werdegang angehender DaF-Lehrender als auch für die Internationalisierung der involvierten Hochschulen von großer Bedeutung ist. This paper examines the contribution of a study travel to Germany sponsored by the DAAD. German students from two Brazilian universities participated in an academic and cultural program offered by four different German universities. Results of the study indicate that such an experience is of great relevance both in terms of the academic and personal lives of the future GFL teachers. It also contributes to the internationalization of the institutions involved in the program. [ABSTRACT FROM AUTHOR]

This article aims at establishing the real contribution polyhistor Benjamin Hederich (1675-1748) made to the genesis and evolution of the so-called auxiliary sciences of history, at a time when these subjects were being developed and defined. By analyzing the contents of his Anleitung zu den fürnehmsten Historischen Wissenschaften in relation to the rest of his works, we are able to understand his conception of what were to become the auxiliary sciences of history, his achievements in elaborating this category of scientific subjects and what separates his notion of what constitutes the auxiliary sciences from the modern one. The present paper also gives an unprecedented chronology of the history of the text and casts light on various aspects of Hederich's methodology and fields of study. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Open, Distance & E-Learning is the property of Sciendo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research on teacher noticing in the field of mathematics education research has increased in the last decade; however, only a few studies have investigated the social and cultural impact on teachers' noticing. This paper describes results of an international comparative study on (in-service) mathematics teachers' professional noticing in China and Germany, representing Eastern and Western cultures. In this study, 203 teachers in China and 118 teachers in Germany participated in a video-based assessment of their professional noticing, i.e. perception, interpretation, and decision-making competencies. Item response theory (IRT) and differential item functioning (DIF) were employed for data analysis. Findings of the study revealed that German teachers performed significantly better than Chinese teachers on noticing aspects related to general pedagogy; in contrast, Chinese teachers outperformed their German counterparts on noticing aspects connected to mathematics instruction. Further DIF detection analysis found that German mathematics teachers demonstrated particular strengths in "perception" as a sub-facet of noticing; in contrast, Chinese teachers tended to demonstrate strength in "analyzing and decision making" as other sub-facets of noticing. These findings suggest that societal and cultural factors, such as different philosophical paradigms, traditions of teacher education, and teaching and mathematics curriculum traditions are main influencing factors on teachers' professional noticing. [ABSTRACT FROM AUTHOR]

This article offers a critical survey of the current interpreter training in the field of German Studies in China, focusing on the training course ‚Master of Translation and Interpreting’ (MTI) in the language pair German-Chinese. It will also be discussed how to optimize the interpreter training at present. Furthermore, practical suggestions for the curricular design of interpreter training in the MTI-format will be given. Finally, traditional interpreter training within the field of German Studies in China will be looked upon. [ABSTRACT FROM AUTHOR]

Based on the example of formative evaluation data collected from the Chinese-German double degree program in mechanical engineering at the Chinese- German Technical Faculty in Qingdao (China), this paper discusses opportunities and challenges of integrating content and language learning as well as ways of optimizing preparatory and academic German language courses. [ABSTRACT FROM AUTHOR]

In this paper, I will first review the history of advanced training for Chinese German teachers in the first phase (from 2006 to 2009) and the second phase of the development of the Department German Studies in China. The current situation of the young Chinese German teachers is presented and analyzed by the result of a research based on the newly founded departments of German Studies from 2000 to 2009 at 40 universities. This is also considered to be an argument for the second phase (2010-2017) of the advanced training, namely that the training courses should be aimed at special fields of German Studies. After the report on the second phase of the advanced training, I try to evaluate the impact of the training courses by analyzing comments in video interviews as well as e-mail surveys in 2016. By comparing the results conducted with the same target group in 2009 and 2017, the continuous impact of the teacher training can be brought to light. [ABSTRACT FROM AUTHOR]

The importance of needs analysis to foreign language teaching was acknowledged in the last several decades. However, it has not been commonly applied for curriculum development of foreign language courses. Therefore, it will be discussed in this article, how a task-oriented needs analysis about the foreign language use and needs of Chinese employees and its outcomes could be used in vocationally oriented German courses in Chinese colleges. [ABSTRACT FROM AUTHOR]

This paper first introduces the 2 plus 3 program at the ZUST. Then the author probes into the question what the greatest difficulties are, despite of the apparent attractiveness of the double degree program. The results of a questionnaire show that both the intercultural differences and the lack of vocabulary significantly complicate the students' daily learning. To overcome the abovementioned difficulties, effective measures have already been taken in German lessons. The German language teaching experience in ZUST suggests that application orientation in German lessons is the key to its success. In the end, further considerations for improving the program are briefly explained. [ABSTRACT FROM AUTHOR]

The number of people learning German is increasing in China. To guarantee the quality of German teaching, high-qualified teachers of German as a Foreign Language are needed. In order to meet the demands of teachers both in universities and middle schools, Guangdong University of Foreign Studies and Beijing International Studies University cooperate with the Goethe-Institut to set an up-to-date teacher education by curricula and contents for German teaching methodology in the Master-Programs of both universities. [ABSTRACT FROM AUTHOR]

The present paper focuses on teacher training of German as a foreign language in China. On the background of a long historical development and the tendency to speak multiple languages at present, teaching German language is experiencing a boom in China today. At the same time the adaptation to the great need of qualified teaching staff, the improvement of teaching content and methods of learning as well as the use of modern teaching methods are important factors for sustainable development. [ABSTRACT FROM AUTHOR]

This paper focuses on the future of German Studies in China. After an introduction sections on the history and the contemporary situation of German Studies in China are given. The focus is on perspectives for the future, such as e. g. the growth of German Studies, publication opportunities, the structure of the broader concept of German Studies, and the situation of prospective future professors. [ABSTRACT FROM AUTHOR]

Institutionalized German teaching in China has a history of about 150 years which can be divided into four stages based on literature analysis. In terms of historical stages, traditional foreign language didactics and methodology are also reflected in German language teaching in China. At the same time, Chinese elements make great contributions under certain social circumstances to this teaching. As a result, German didactics and methodology in China gains typical Chinese characteristics and peculiarities. With the help of a qualitative content analysis of texts of the category So Say the Scholars of the magazine We Learn German, this article sorts out the experiences of German teaching in China and finally reveals a German didactics and methodology working out with Chinese characteristics. [ABSTRACT FROM AUTHOR]

Highlights • Implicit and explicit attitudes toward ethnic minority students were assessed. • We compared female and male secondary school teachers' attitudes. • We assessed attitudes toward boys and girls. • Teachers were implicitly more negative toward girls and explicitly favored girls. • Teacher gender had no effect on attitudes. Abstract Implicit and explicit attitudes play crucial roles in teachers' judgments and behavior and might be part of the reason for the varying school performances of ethnic minority compared with ethnic majority students but also of female compared with male students. In this study, we investigated 80 female and 80 male German secondary school teachers' implicit and explicit attitudes toward female and male Turkish students, expecting more favorable attitudes toward same-gender students. However, implicit and explicit attitudes toward male and female students were independent of teachers' gender. An IAT revealed more negative implicit attitudes toward female than male ethnic minority students, while teachers explicitly favored female ethnic minority students. Results are discussed in terms of culturally divergent social norms and gender. [ABSTRACT FROM AUTHOR]

Der Beitrag führt in die Entstehungsgeschichte, die Inhalte und den fachdidaktischen Ansatz dieses multimedialen Fort- und Weiterbildungsprogramms ein, das an Traditionen reflektierten Erfahrungslernens anknüpft. Die weltweite Nutzung sowie unterschiedliche Nutzungsformate werden vorgestellt. Berücksichtigt werden auch Modelle der Integration von DLL in die Lehrerausbildung, wie sie in Kooperationsprojekten zwischen dem Goethe-Institut und lokalen Universitäten entstanden. Besondere Beachtung finden die Praxiserkundungsprojekte, ein zentrales Element des Programms. Ihr Potenzial sowie ihre Herausforderungen werden auf der Basis bisheriger Forschung und einer aktuellen Befragung von Tutoren und Multiplikatoren kritisch erörtert. In this paper, the authors introduce the Goethe Institute's most recent program for in-service education of teachers of German. The history of this multi-modal program, its conceptual foundation and its content are explained, as well as various formats of program delivery in different parts of the world. In addition, the authors present models of integrating DLL into current pre-service teacher education programs, as they have developed in a number of cooperative ventures between the Goethe Institute and local universities. Since classroom action research projects constitute a core component of the program, the authors discuss its potential and challenges for teacher development based on some initial empirical research and a current worldwide survey of DLL tutors and teacher educators. [ABSTRACT FROM AUTHOR]

The article presents the front cover, editor information and table of content of the October 2018 issue of the journal "Info DaF: Informationen Deutsch als Fremdsprache.

In diesem Beitrag wird ein Schreibprojekt für angehende DaF-Lehrkräfte in Deutschland und Studierende der Auslandsgermanistik in Polen vorgestellt. Nach einer Darstellung der Rolle des Schreibens im Fremdsprachenunterricht und in der Fremdsprachenlehrerausbildung wird auf ausgewählte Online-Projekte eingegangen. Im nächsten Schritt werden die Ziele und der Ablauf des bereits erwähnten Projekts beschrieben. Im Anschluss daran wird das Projekt aus der Sicht der Lehrenden und Studierenden ausgewertet. Ziel dieses Beitrags ist es vor allem, zur Durchführung ähnlicher Projekte mit angehenden DaF-Lehrenden in den deutschsprachigen Ländern und internationalen DaF-Lernenden/-Studierenden – z. B. in der Auslandsgermanistik und in Studiengängen der Übersetzung – zu ermuntern. This article presents a writing project between students of German Studies in Poland and future teachers of German as a Foreign Language. Firstly, we discuss the role of writing in the language classroom and in teacher training. We subsequently describe the aims and the process of our project and, eventually, evaluate the project from the perspective of the learners and the teachers. With our article we would like to encourage the organization of similar projects with students of German as a Foreign Language in German speaking countries and international students of German Studies, Translation etc. [ABSTRACT FROM AUTHOR]

Das Interesse an Deutsch hat in den vergangenen Jahren in vielen Regionen der Welt wieder zugenommen. Der gestiegenen Nachfrage steht dabei nicht selten ein Mangel an entsprechend qualifiziertem Lehrpersonal gegenüber. Vor diesem Hintergrund entwickelt der Deutsche Akademische Austauschdienst (DAAD) im Rahmen des Projekts Dhoch3 gemeinsam mit deutschen Universitäten Online-Studienmodule, die für den weltweiten Einsatz in der akademischen Ausbildung künftiger Deutschlehrender konzipiert sind. Der kulturspezifischen Modifizierbarkeit kommt in diesem Zusammenhang eine herausgehobene Bedeutung zu. Sie manifestiert sich bei Dhoch3 in den drei zentralen Charakteristika Komplementarität, Adaptierbarkeit und Offenheit, auf die nach einer Verortung des Projekts im Kontext des beschriebenen Trends näher eingegangen wird. Um die vor diesem Hintergrund vielfältigen Anwendungsmöglichkeiten greifbarer zu machen, wird sodann ein theoretisch fundierter Vorschlag zur Gestaltung eines Blended-Learning-Arrangements gemacht, der als eine Möglichkeit der Umsetzung unter vielen gelesen werden kann. In many regions of the world, German as a foreign language has become increasingly interesting for learners over the past couple of years. At the same time, a lack of qualified teaching personnel can be observed. Taking this into account, the German Academic Exchange Service (DAAD) is developing thematic online study units designed to enhance the qualification of German teachers at universities around the world. The project, labelled Dhoch3, was developed in close cooperation with German universities. The culture-specific adaptability is particularly important in this project. Complementarity, adaptivity and openness are the three core dimensions which will be presented in this article, following a comprehensive overview of the trend described above. To make its diverse possibilities of use more tangible, a theoretically underpinned framework for a blended learning environment will be proposed, as one out of many possibilities of use. [ABSTRACT FROM AUTHOR]

Vor dem Hintergrund der spezifischen Situation von Deutsch als Fremdsprache in Japan geht der Beitrag der Frage nach, wie Fortbildungen gestaltet sein sollten, um den Bedürfnissen der Lehrenden gerecht zu werden. Im Zentrum steht die Analyse einer Befragung von Teilnehmenden einer zweijährigen Qualifizierungsmaßnahme. Es werden Daten sowohl aus einer Umfrage als auch Interviews analysiert und die Ergebnisse in den Diskussionen zum beruflichen Professionalisierungsprozess von Fremdsprachenlehrenden eingeordnet. Der Beitrag zeigt auf, weshalb es wichtig ist, dass sich Fortbildungen nicht in erster Linie an wissenschaftlichen Konstrukten orientieren, sondern an den beruflichen Selbstbildern der Teilnehmenden und ihren Erfahrungen mit Unterricht in konkreten Kontexten. Against the background of the specific situation for German as a foreign language in Japan, this article reports on findings of a study investigating how in-service training should be conceptualized to meet the needs of teachers. The analysis draws on interviews and questionnaires with participants in a two-year program, and the results are discussed in the context of current trends in foreign language teacher education. In general, the article foregrounds – by focusing on individual experiences in the investigated program – the importance of considering the participating teachers, their professional self-images, beliefs and specific working conditions. The analysis illustrates why these aspects should form the basis for in-service training. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports published within the issue on topics including German teacher education, German language education and German language foreign students.

Over the last few years, I have seen a significant impact on student learning from improving and adapting my instruction in three main areas: backward designing instruction for target proficiency levels, transitioning to standards‐based grading, and implementing performance‐based assessments that focus on proficiency. These strategies have not only moved my students further along the path to proficiency but have also had the added benefit of increasing student ownership in the learning process, thereby improving student behavior in the classroom. This article offers practical steps to implement the strategies that have revolutionized my classroom and had the greatest impact on my students' learning. [ABSTRACT FROM AUTHOR]

This qualitative study investigated Chinese and German teachers’ and parents’ conceptions and understanding of learning at play. A total of 28 teachers and 12 parents took part in this study. Among the participants, 12 kindergarten teachers (6 German and 6 Chinese) were interviewed to obtain their perspectives on learning at play. These participants assisted the researchers in the selection of exemplary play episodes used in their own classrooms. Four three-minute videos containing the largest amount of learning elements based on the teachers’ views were selected from each culture. Applying video-cued multivocal ethnography, the selected video clips were shown to 16 other teachers (8 German and 8 Chinese) and 12 parents (6 German and 6 Chinese) in focus groups to elicit their conceptions and understanding of learning at play. The findings revealed different social and cultural representations of educational activities between Hong Kong and Germany, the contributions of which are important and useful for professional practices and curricular policies in these two countries currently undergoing education reforms. [ABSTRACT FROM AUTHOR]

The present study with 248 German teachers examined the conceptual separability of six dimensions of teachers’ self-concept ( pedagogical skills, subject content knowledge, consulting, innovation, media use, diagnostics) and three emotions ( enjoyment, anger, anxiety ) as well as relations of these constructs. Results showed that all self-concepts and emotions were clearly separable from each other. All six self-concepts were positively related to enjoyment and negatively related to anxiety and anger. However, regression analysis revealed that only self-concept of pedagogical skills was positively linked to enjoyment and negatively linked to anger, while only self-concept of subject content knowledge was negatively linked to anxiety. [ABSTRACT FROM AUTHOR]

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The year 1836 marks the birth of Romance Studies in Germany: Friedrich Diez published the first volume of his Grammar of Romance Languages. His activities culminated in the edition of his Etymological Dictionary of Romance Languages. Hugo Schuchardt's studies contributed a great deal to the creation of the discipline of Romance Studies at German universities from 1840 onwards. But there is a prehistory: The so-called Sprachmeister or maîtres de langues vivantes taught French, Italian, Spanish at old German universities, but the language of instruction was normally German. This tradition continued in the new universities of the 19th century. The students acquired practical knowledge in the use of living languages in the modern language departements („neuphilologische Seminare”) and in the course of professional training („Referendariat”), but the scholarly instruction remained in German. Still today every German teacher must study and teach two disciplines (French and Latin or English or Mathematics etc.). [ABSTRACT FROM AUTHOR]

Religious education has to explicate truth claims because every religion has convictions which its adherents regard as true. At the same time religious education-at least at public school-has to acknowledge the students' pluralist beliefs. How do teachers deal with this constellation? Based on an exploratory sample (N = 3) and a mixed-methods design this article analyses (a) the ideal of RE teachers how to mediate truth claims in religiously pluralist classrooms, (b) how these teachers realise this ideal in religious instruction, and (c) how they evaluate the relationship between ideal and reality after the lessons. Regarding the ideal all teachers are well aware that they have to discuss the issue of truth claims while respecting the students' religious autonomy. Giving personal testimony is a shared instructional strategy to do so. However, it is only one teacher to realise this ideal by showing a discursive instructional style. The other teachers show an affirmative instructional style without offering personal testimony. Even more they are not able to critically scrutinise this practise after the lessons. These empirical results point at the importance of developing reflective competence and discursive interaction in teacher training. [ABSTRACT FROM AUTHOR]