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TUB Teaching 2.0


TUB Teaching 2.0

Innovative career entry, professional and research orientation in career-related teacher training

TUB Teaching 2.0 builds on the success of the first funding phase by continuing to address the two main topics of recruitment and professionalisation of student teachers. The two-pillar project structure from funding phase 1 will be retained (Fig. 1).

In Pillar 1, the focus is on the precisely tailored recruitment of heterogeneous student teachers in order to counteract the nationwide shortage of well-trained teachers, particularly in the area of vocational education and training and technical subjects. To this end, suitable, successful measures from the first funding phase will be expanded. These include Master's programmes as a lateral entry and the continuation of information formats. In addition, a project module specific to the teaching profession will be integrated into the TU Berlin orientation study programme "MINTgrün". The establishment and expansion of cooperation at (inter)national level enhances the attractiveness of teacher training programmes by facilitating mobility, interculturalism and diversity in content.

Pillar 2 focuses on the professionalisation of future teachers, especially on the development of competencies in the area of heterogeneously sensitive tasks, which have a "key function"(MÜLLER et al. 2013: 130, translated) in the design of competence-oriented teaching. Selecting and formulating tasks and work assignments with diagnostic potential in an adequate manner is a great challenge for the didactic skills of teachers (BAUMERT & KUNTER 2006: 489). The focus will be on "task design" in the sense of the analysis and development of practice-oriented, differentiated learning and achievement tasks as a basis for adaptive teaching and will be expanded to include current cross-sectional topics (inclusion, diagnostics, language education, sustainability, digitalization). While in the first funding phase, the practical relevance to school and teaching was expanded in teaching-learning laboratories (LLL), in the second funding phase, so-called cooperation laboratories (co-labs) will be established for each vocational subject area and for work-based teaching. The co-labs take into account the fact that there is a second practical reference in work and vocational subjects, namely to the occupational fields and the world of work. In the co-labs, the students develop and revise differentiated, task-based and competence-oriented learning tasks in a multi-step design process with different partners. First of all, an exchange with companies about work tasks and processes takes place. The task drafts that are subsequently conceived are optimised and enriched, taking into account the above-mentioned cross-sectional topics, and finally evaluated by the practitioners. The aim is to create teaching and learning arrangements across different learning locations, in which the students prepare professional and life-world oriented processes for pupils in an experience-based didactic way for teaching tasks through cooperation with practical actors. This innovative, cross-setting cooperation dissolves the tension that often exists in teacher training between academic training and specific profession-oriented courses and combines theory and both types of practice (school and work) in the best possible way. In order to further develop and interlink subject, didactic and educational science and to improve the handling of heterogeneity, the cross-cutting topics are anchored in the co-labs by including corresponding experts in the task design. The effectiveness of the measures (co-lab, classical university teaching) for increasing competence in the task development of students is empirically examined, thus strengthening evidence-based quality assurance within practice-oriented teacher training. The developed tasks will be made available in a publicly accessible task database. 

Project duration: 07/2019 - 12/2023

Funding reference number: 01JA1928

Sponsor: funded by the BMBF

Project homepage at the BMBF: www.qualitaetsoffensive-lehrerbildung.de/de/projekte-57.php

Project management:

Prof. Dr. Ulf Schrader Vice-President for Strategic Development, Young Researchers and Teacher Training at the TU Berlin

Operational management:

Prof. Dr. Nina Langen Department of Education for Sustainable Nutrition and Food Science at the TU Berlin

Project coordination:

Regina Leiss
Department of Education for Sustainable Nutrition and Food Science at the TU Berlin

contact: tubteaching[at]tu-berlin.de


Project partners (in alphabetic order):

Prof. Dr. Silke Bartsch / Kirstin Schäfer / Dr. Marco Wedel
Department of didactics of work studies

Prof. Dr. Hans-Liudger Dienel / Dr. Marco Wedel
Field of work studies/ technology and participation

Prof. Dr. Susann Fegter / Dr. Karen Geipel, Nadja Damm (diversity-conscious extraction) and Christina Wolff (internationalisation)
Department of General and Historical Educational Science

Prof. Anja Schultze-Krumbholz / Dr. Jan Pfetsch (MINTgrün) / Anne Stellmacher (evaluation) / Katrin Lietz (diagnostics)
Department of Educational Psychology

Prof. Dr. Wilko Reichwein / Manuela Weber
Department of Didactics Electrical, Automotive, Information, Media and Metal Technology

Dr. Simone Knab / Marco Albrecht
Department of didactics of work studies

Prof. Dr. Nina Langen / Valentina Conty (Co-Lab) / (Sustainability), Silvia Schiller (Secretariat), Regina Leiss (Project coordination)
Department of Education for Sustainable Nutrition and Food Science at the TU Berlin

Prof. Dr. Johannes Meyser / Edda Dilger
Department of didactics of structural engineering and landscape design

Dr. Diemut Ophardt / Andrea Ammelburg
School of Education (SETUB)


Scientific Advisory Board (in alphabetic order)

Stefanie Dümmig
Chamber of Industry and Crafts, focus on qualification of vocational school teachers

Dr. Lars Hoffmann
Institute for Quality Development in Education, HU Berlin, task design, task evaluation

Prof. Dr. Elke Kleinau
University of Cologne, Historical Educational Research,  Gender History

Prof. Dr. Bettina Kleiner
University of Frankfurt, Gender Studies and qualitative methods, focus on educational theories and educational organisations

Dr. Yoshiro Nakamura
University of Osnabrück, Managing Director of the Centre for Teacher Education, focus on programme management, Q-Master in vocational education and training

Hans-Joachim Naue
Vocational school teacher, seminar leader nutrition

Prof. Dr Isabelle Penning
University of Potsdam, Didactics of Economic-Technical Education in an Inclusive Context, Cognitive Development (Sek I)

Niels Schirrmeister
Vocational school teacher, practical seminars

Prof. Dr. Reiner Schlausch
European University of Flensburg, vocational field of metal technology

Diana von Drojetzky
Vocational school teacher, focus on nutrition

Ulrich Wiegand
Managing Director, Berlin Chamber of Crafts

Gerd Woweries
Managing Director, ABB Training Center Berlin




BAUMERT, J. & KUNTER, M., 2006: Keyword. Professional competence of teachers. Journal for Educational Science 9 (4): 469–520.

MÜLLER, K., GARTMEIER, M. & PRENZEL, M., 2013: Competence-oriented teaching in the context of national educational standards. Education and training 66 (2).


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