The Concept Behind Praxis³
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Praxis³ was developed at the University of Kassel to systematically support and reflect on professional development processes during student teaching. The focus is on the students’ individual experiences and development goals, as well as on different perspectives on their development.
Praxis³ is more than just a reflection tool or a single self-assessment or peer assessment. It combines personal goals, diverse perspectives, and joint counseling and reflection sessions into an ongoing reflection process.
Two Key Elements of Praxis³
Personal Development Goals
Students set goals they would like to work toward during their school-based practicum experiences. These goals may be based, for example, on their previous experiences, their own strengths, their uncertainties, or questions they would like to explore further during the practicum.
New experiences, conversations, and feedback may lead to existing goals being confirmed, refined, modified, continued, or supplemented with new developmental goals.
Self-assessments and peer assessments
Students assess their own level of development from their personal perspective. In addition, they receive evaluations from their school and university advisors.
These different perspectives broaden their own understanding and provide opportunities for shared reflection. The evaluations are conducted using the Praxis³ reflection tool.
Multi-perspective reflection
Three Perspectives on Professional Development
Praxis³ brings together three perspectives on professional development. The triangle in the Praxis³ logo symbolizes the equal collaboration between students and their school and university mentors.
Students
They contribute their own experiences, perceptions, questions, and developmental goals. Their self-assessment provides a personal perspective on their current level of development.
School Chaperones
They contribute their observations from real-world school settings. They observe the students in specific school-based situations involving action and development.
University Chaperones
They add another perspective from the university's support of practical fieldwork and draw on the students' experiences in counseling and reflection.
Visualizing Trends Over Time
Praxis³ does not view professional development as a single snapshot in time. Experiences gained during an internship, feedback, and new insights can influence what students choose to work on next.
The fundamental reflection process can therefore be described, in simple terms, as follows:
Development goals → Gain experience → Gather self- and external perspectives → Reflect together → Further develop goals and next steps
This process can be revisited later on.
However, how often and at what points this occurs varies depending on the practicum phase and the examination regulations. The specific implementation is therefore explained on the respective practicum phase pages.
From Assessment to Shared Reflection
Self-assessments and peer assessments only reveal their true value when the results are discussed together.
During counseling and reflection sessions, students and advisors can, for example, consider:
- Where do similar perceptions emerge?
- Where do the perspectives differ?
- What observations underlie the assessments?
- What strengths and areas for development become apparent?
- Which of the previous goals are still relevant?
- What next steps for development seem appropriate?
Reflecting on Learning Processes and Suitability
Praxis³ was developed under the guiding principle of “jointly reflecting on, supporting, and recognizing learning processes and suitability during the school practicum.”
The focus is therefore not exclusively on the question of which competencies are already present. Practical school experiences should also be used to consciously reflect on one’s own development, personal goals, and experiences with the teaching profession.
The significance of questions regarding reflection on suitability during a specific practicum phase depends on the specific requirements of that practicum phase.
Development and Scientific Background
Praxis³ was developed at the University of Kassel as a concept for multi-perspective reflection on professional development processes in practical school-based studies.
The concept and experiences with Praxis³ have been discussed in various publications.
Böhnert, A., Klingebiel, F., Siedenbiedel, C., Osterberg, J., & Kuhn, H. P. (2024). Reflecting on, supporting, and recognizing learning processes and aptitude in school teaching practicums from multiple perspectives: The Praxis³ Project at the University of Kassel. In J. Holle, W. Böttcher, W. Johannes & P. Gollup (Eds.), Assessing and Reflecting on Suitability for the Teaching Profession: Practices, Findings, and Multiperspective Connections. Münster: Waxmann, 273–290. DOI: 10.31244/9783830998792
Böhnert, A., Klingebiel, F., Siedenbiedel, C., & Osterberg, J. (2023). I See Something You Don’t See! Jointly Reflecting on, Supporting, and Recognizing Learning Processes and Suitability During School Practicums. In A. Schöning & A. Pfeiffer (Eds.), Publications Series of the Federal Working Group on School-Based Practical Studies: Vol. 15, Professionally Supporting School-Based Practical Studies: Concepts, Formats, and Tools (pp. 81–90). Leipziger Universitätsverlag. (Link)
Böhnert, Anne; Klingebiel, Franz (2022): Reflecting Together with Praxis³. In: Die Grundschulzeitschrift (336). (Link)
Putting Practice³ to Practical Use
Would you like to know how Praxis³ is implemented in practice or what role you play in the process?