Professionalization through networking

With its application for the continuation of the project "Professionalization through Networking" (PRONET), the University of Kassel once again prevailed in the nationwide competition within the framework of the "Quality Offensive Teacher Education".

In the first funding phase, the University of Kassel was one of 19 universities (out of a total of more than 80 applicants from all over Germany) that received funding in the first round.

In the second funding phase, the federal and state governments are supporting the further development of teacher education at the University of Kassel with over 6 million euros. The funding follows on from the first project phase (2015 to 2018) and will last until the end of 2023.

The project is broadly anchored in the University of Kassel and the North Hesse region. A key factor in the success of PRONET² is that 30 professors from almost all teacher education subjects represented at the university are proactively involved in the project and cooperate with schools in northern Hesse as well as the study seminars, school authorities, the Hessian Ministry of Education and the Hessian Teachers' Academy.

Project duration PRONET1: 2015-2018


Project duration PRONET2: 01.01.2019 - 31.12.2023

PRONET2 is funded under the funding code 01JA1805 as part of the joint "Quality Offensive Teacher Education" by the federal and state governments with funds from the Federal Ministry of Education and Research.

The project is situated in the field of action III, in the measure 8 Strengthening trans-, interdisciplinary and profession-oriented projects, e.g. through courses in biology and mathematics for the promotion of sustainable learning and the transfer competence of the PRONET research group of the University of Kassel.


The main focus of the subproject is the development of a high school didactic learning environment with regard to the integration of the multilingualism of the participants, so that they can implement these approaches in schools in the future. The currently again enormously diversifying learning communities demand this approach. The use of multilingual potentials is relevant both in terms of concept development in the subject (here: history) and comparatively in the different languages (e.g. English, French, Spanish) as well as interdisciplinary for intercultural learning processes. Students participating in this subproject learn about multilingualism as a basis for concept awareness and the conscious use of concepts as elements of historical and linguistic learning. The subproject is based on the further development of a long-standing interdisciplinary cooperation between the three subject didactics: English / American Studies, Romance Studies and History, and ties in with the teaching innovation project on bilingual teaching and learning in the subject History in the target languages English and French.

Since 2011, bilingual teaching in history, among other subjects, has been an integral part of the Hessian core curricula for all types of schools. In view of the multilingualism of students with a migration background and / or naturally or institutionally acquired multilingual competencies, teaching in these subjects faces the challenge of using the potential of multilingualism, integrating it and making it fruitful for reflection on the perception of alterity and the development and reflection of conceptual concepts. The development of a very well-founded training program for future teachers for these needs is therefore urgently needed.


  • Finkbeiner, C. & Schude, S. (2017, June). diversity: cooperation Among Self-Access Learning Centers University of Kassel. presentation at the Colloque UFA Migration, Education & Multilinguisme, Strasbourg.
  • Finkbeiner, C. & Petzoldt, A. (2017, May). Multilingualism: The use of is potentials in Content and Language Integrated Learning. Paper presented at the congress "Migration, multilinguisme et éducation en France et en Allemagne: Repenser la notion d'inclusion", Strasbourg.



  • Finkbeiner, C., Pflüger, C., Tesch, B. & Kaminski, R. (2018). Multilingualism potentials in bilingual subject teaching. In M. Meier, K. Ziepprecht, & J. Mayer (Eds.), Teacher education in networked learning environments (pp. 211-229). Münster: Waxmann.
  • Finkbeiner, C. & Schluer, J. (2018). Language awareness in the teaching of reading and writing. In P. Garrett & J. M. Cots (Eds.), The Routledge Handbook of Language Awareness (pp. 108- 123). New York: Routledge.
  • Finkbeiner, C. & Schluer, J. (2017). Developing prospective teachers' diagnostic skills through collaborative video analysis: focus on L2 reading. Language Awareness, 26(4), 282-303.
  • Finkbeiner, C. & White, J. (2017). Language awareness and multilingualism: A historical overview. In J. Cenoz, D. Gorter, & S. May (Eds.), Language awareness and multilingualism (3rd ed., Vol. 6) (pp. 2-15). New York: Springer.
  • Stegu, M., Preston, D. R., Wilton, A. & Finkbeiner, C. (2018). Panel discussion: language awareness vs. folk linguistics vs. applied linguistics. Language Awareness, 27(1-2), 186-196.



Prof. Dr. Claudia Finkbeiner +49 561 804-3353

Prof. Dr. Christine Pflüger +49 561 804-3116


In addition, the following were involved in the project

  • Prof. Dr. Bernd Tesch
  • Regina Kaminski
  • Anna Petzoldt

The University of Kassel has a total of 17 study workshops in almost every teacher training subject didactics. Study workshops offer students - depending on their orientation also students, trainee teachers and teachers - learning environments that promote self-regulated and research-based learning. The Quality Initiative for Teacher Education has made it possible to network the study workshops, which previously worked largely independently of each other, on a broad scale.

The aim of the sub-project is to realize synergy effects and to further develop the study workshops; to bundle competencies in an interdisciplinary way; to develop and implement joint projects as well as to create transfer possibilities into the school and to elaborate a transdisciplinary offer.

The workshops see a long-term development task in the question of innovations in the structure and working methods, which include aspects of media and digitalization. In the long run, the Studienwerkstatt Lehramt, which is currently being founded, is to serve as a hub for the cooperation of the workshops and to make materials that have been developed permanently available as well as to support the work with digital media in the workshops in the future.

The sub-project evaluation is carried out on two levels. On the one hand, the study workshops will be evaluated in a pre-post design in the areas of I) Target group and use as well as II) Structure, offers & organization at the beginning and end of the project with regard to possible changes. In addition, the transdisciplinary event will be evaluated on the level of the students regarding the attitudes towards learning of students, the comprehension of situated and research-based learning within the seminar and with the help of the fundamentals of the PRONET meta-evaluation.



Prof. Dr. Claudia Finkbeiner +49 561 804-3353

The project is situated in the field of action II Diversity and Inclusion, measure 6 Language education and language-sensitive subject teaching.

The linguistic diversity in Europe on the one hand and the complexity of historical-political issues on the other hand make it necessary for future teachers to be able to access materials in two or more of the European foreign languages and to use them in the classroom. At the same time, a sensitivity for the multilingualism of the students must be developed in order to make it fruitful for the lessons.

The basis of the sub-project is the further expansion and development of an already existing interdisciplinary cooperation between the two subject didactics English and History. The focus of the further development is on multilingualism-related teacher action in bilingual subject teaching. For this purpose, coordinated, parallel university learning environments are offered, which deal with life stories of contemporary witnesses.

In the history didactics courses, the focus is on written life stories in the form of first-person documents. In groups, students analyze and discuss primarily French and German self-testimonies from the World War II period, such as diaries, eyewitness accounts, or autobiographical texts. Complementary to this, the courses in foreign language teaching and learning research focus on the construction of the students' own life stories ("life stories") in the present as well as in the past. To implement the approach, the "ABC's of Cultural Unterstanding and Communication" (Schmidt, 1998; Schmidt & Finkbeiner, 2006; Finkbeiner & Lazar, 2015) is used as a model and vehicle. Student - senior* tandems are formed and an "intergenerational conference" is held. Important is the joint student workshop, in which students of history didactics and foreign language teaching and learning research deal with and discuss theses on multilingual teaching. The aim of the university learning environments is to sensitize prospective teachers to multilingualism, language awareness as well as multiperspectivity. The project serves to build the profile of the prospective teachers who acquire a qualification in multilingual teaching and learning.



  • Finkbeiner, Claudia; Pflüger, Christine; Wetzel, Laura (in press). Multiperspectivity, Multilingualism and Language Awareness: Contemporary Testimonies and Life Stories as the Subject of a Student Conference. In Heinzel, Friederike & Krasemann , Benjamin (Eds.). Experience and inclusion, Springer VS imprint.


The goal of the PRONET² subproject is the further development of study workshops into teaching-learning laboratories, both in the STEM area and in the humanities, social sciences and aesthetic disciplines. The teaching-learning lab work consists of students developing challenging teaching-learning settings for students - mostly in the context of courses - with a focus on "cognitive activation" and "use of digital media". The developed settings are then implemented by the students with invited groups of students. The developed teaching-learning scenarios represent complexity-reduced practical situations in which the students guide, support and observe the students in their learning. These teaching-learning situations may also be videotaped. This is followed by a theory-based reflection and criterion-referenced evaluation of the implemented learning settings. The results are incorporated into the further development of the teaching-learning settings. Thus, a circular process of theory-based practice testing can emerge in the framing courses. The further development of study workshops into teaching-learning laboratories is supported by the central "Studienwerkstatt Lehramt".



  • Finkbeiner, Claudia; Pflüger, Christine; Wetzel, Laura (in press). Multiperspectivity, Multilingualism and Language Awareness: Contemporary Testimonies and Life Stories as the Subject of a Student Conference. In Heinzel, Friederike & Krasemann , Benjamin (Eds.). Experience and inclusion, Springer VS imprint.
  • Finkbeiner, Claudia and Yvonne Hesse. (forthcoming). The English teaching-learning lab: a university didactic learning environment for professionalizing future teachers for culturally sensitive and language-aware foreign language teaching In D. Bosse, R. Wodzinski & C. Griesel: teaching-learning laboratories at the University of Kassel.
  • Finkbeiner, Claudia and Yvonne Hesse (forthcoming). Telling stories against the Corona Blues: a digital adaptation of multilingual access to life stories.