What happens in Praxis³?

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The process combines two important elements for internship support:

Development goals for the internship

Students set their own goals for the internship and reflect on their progress. This is not a new aspect of supporting students during their internship. What is new is that Praxis³ offers a formalized process for developing, specifying and, if necessary, discarding and reformulating the students' individual goals at several points in time.

Self-assessment and external assessment

In addition, criteria-based self-assessments and external assessments (students, university supervisors, school mentors) are recorded during the course of the internship: this involves a wide range of content that is important for the teaching profession. These assessments are then presented clearly and comparatively in order to be able to identify development potential from the characteristics or deviations. This procedure is intended to provide the best possible support for your counseling sessions and encourage you to revise your goals. Some of you may be familiar with a similar procedure from previous years of practical semester support.

Ideal process

One process - four points of reflection

The process runs in four reflection points along the practical phases and can be applied in the various practical phases of the different MPOs. The diagram distinguishes between the 1st practical phase (block phase of the practical semester, SPS I or basic internship) and the 2nd practical phase (SPS II or practical semester (semester-accompanying)).

  • Reflection point A: The development goals in the internship are addressed at all four reflection points. Before the start of the practical phase (in the preparatory seminar), students develop their individual goals for the internship - as has long been standard practice in internship supervision. In doing so, they refer to their learning biography and their expectations of the internship.
  • Reflection point B: At the end of the first practical phase, these goals are taken up again and subjected to a reality check. The aim here will be to define the goals more concretely and to come closer to achieving them with the support of university and school mentors. This can also lead to new goals being developed time and again.
    The self-assessments and external assessments, which are also located here, are a particular help in identifying development potential. The assessments should be carried out before the interviews so that the summarized results are part of the reflection meetings. Guiding questions for all participants are available for these discussions and can be found on our Praxis3 website.
  • Reflection point C: In the course of the second practical phase, your own goals - especially in connection with the student teaching experiments and their preparation and follow-up - are continuously reflected upon and adjusted if necessary. The established peer coaching via BASIS Plus is a supplement at this point.
  • Reflection point D: Finally, all developments are summarized once again at the end of the long phase. This is another self-assessment and external assessment . This presents the current status from three perspectives as well as the changes since the end of the first practical phase. In the final discussion, these perspectives are used to summarize the achievement of goals with the students and to suggest goals for further studies.