TEACHING CONCEPT

Over many years since I was a young adult, I enjoyed leading children's and youth camps, youth groups and, during my studies, educational seminars for school classes on topics such as media competence, gender mainstreaming or experiential education. When teaching my first course at a university, I found that I can make use of my experiences in working with groups. Sustainable teaching-learning relationships are more likely where students can co-create their learning processes, where student diversity is lived practice, and where empowerment to advance scientific knowledge and its societal benefits is visible. Teaching in this sense has to contribute to the long-term interest in new knowledge, scientific skills and attitudes with constant self-reflection. This includes the application of different perspectives to what has hitherto been unquestioned and of looking beyond one's own disciplinary boundaries for the sake of inspiration and respectful cooperation. At this point, teaching, learning, research, and ultimately transfer begin to enter into direct connection, as they share complementary goals and are mutually dependent.

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Of particular importance to me is the continuous development and (self-)reflection of my teaching competence. To this end, I work on the basis of the concept of the Scholarship of Teaching and Learning. The focus here is on research-based teaching and learning. Teachers systematically research their teaching on the basis of a combination of principles of their own scientific discipline on the one hand and well-founded didactic concepts on the other. Not only should student learning be improved in one’s own teaching, but the results of the self-research should also be made publicly accessible and thus be made available for exchange and peer feedback. A first result of my engagement in the sense of the Scholarship of Teaching and Learning is my article “Embeddedness as a Quality Assessment Tool for Teaching-Learning Processes” .