Cooperation of the Three Phases of Teacher Education

An important concern is the cooperation between the three phases of teacher education. This cooperation is indispensable if students are to be provided with a continuous professionalization process.In the following, you will find information on the different forms of cooperation and projects.

In November 2007, at the invitation of the director of the PTI Kassel, Dr. Neebe, a first cooperation meeting of the three phases took place in the Pedagogical-Theological Institute in Kassel. Representatives of the Universities of Kassel and Marburg, of the various seminaries in and around Kassel, as well as staff members of the PTI Kassel (with branch offices) and the RPZ Schönberg took part in this cooperation meeting. This was a successful start of a stronger networking of the three phases. Different possibilities of cooperation were envisaged, which have to be concretized locally. The cooperation started in November 2007 was intensified in February and March 2008. At several meetings between the University of Kassel and study seminars in and around Kassel (GHRFS and Gym), concrete goals for the area of North Hesse and further steps have now been named. Accordingly, it is necessary to

• relate training curricula to each other and coordinate them with each other

• to achieve the greatest possible transparency for all participants as well as continuity across the phases

• to plan, implement and evaluate cooperative teaching and training events

Important focal points of work within the framework of the cooperation meetings are

• the Discussion of lesson plans: In various meetings between the responsible persons of the university and the seminaries, lesson plans of the I. and II. phase were compared and mutually appreciated. Phase were compared and mutually appreciated. The structures of the lesson plans were coordinated in such a way that a progressive development of competencies from the I. to the II. phase is possible.

• The creation of a list of topics and literature: A list of topics and literature was adopted to guide both phases. Thus, the transparency of the requirements is given from the beginning of the study and the teachers of the II phase know the professional foundation on which they can build after the I phase. This list of topics and literature is currently being updated again. It requires constant further development with regard to new empirical findings as well as with regard to current processes of school development.

• Competence orientation: In several meetings of those responsible for the three phases of teacher training, new forms of cooperation have been and are being developed that take competence orientation into account. Thematic focal points are currently the interreligious dialogue and the question of theodicy among children and adolescents.

The cooperation meetings of the representatives of the three phases are firmly established and represent a reliable instrument for planning and realizing the annual cross-phase study day as well as a forum for discussing current religious education topics. The exchange within the framework of the cooperation meetings provides important impulses for all three phases and is essential for a profitable work in teacher training and continuing education.

The three-phase study day is a cooperative teaching and training event. Students, pre-service teachers, their mentors, and other teachers come together for one day to work on a topic and to think through this topic in terms of their work context. During an introductory lecture, the participants get a first access to the topic of the study day and can tie in with their own previous knowledge to what has been presented. An exchange afterwards invites discussion. Questions that arise or focal points of interest can be pursued in workshops, which deepen individual thematic aspects and take didactic perspectives with regard to teaching practice. So far, the study days have taken place in the premises of the University of Kassel, the Pedagogical-Theological Institute Kassel and in the Haus der Kirche, Kassel. The study days were very well received and the participants considered this institution helpful and positive both in terms of content and in terms of getting to know each other and the possibility of exchange.Study days since May 2008:

- May 2008: Miracles in Religious Education: Impulses from Empirical

Research

- September 2008: Theologizing with young people

- November 2009: The Question of God - Conducting Theological Conversations with

with children and adolescents

- September 2009: There is more than one view. On the question of Bible and

reality in the RU

- March 2010: The question about God - Own approaches and approaches of

children and adolescents

- May 2011: Multi-Perspective Understanding in Religious Education

- 2012: no study day, because intensive cooperation meetings for continuity

of professionalization

- May 2013: With learners in search of happiness

- June 2014: "For God's sake!" - Prayer - Understanding of Prayer -.

Prayer practice in GS and Sek I

- June 2015: "What does this have to do with me?" - Chances and limits

of biographical learning in religious education

- June 2016: "Living strengths - strengthening life" - Contributions of the RU for a

culture of respect and appreciation

- May 2017: "On the way" - Biblical travel and migration narratives as

places of the revelation of God

- February 2018: ,,Sustainable Religious Education."

For the 13th time, the study day of the 3 phases took place on February 9, 2018.

In the pavilion of the Christuskirche, Karsten Müller (RPI Kassel) introduced the upcoming day. Prof. Dr. Bernd Schröder (Georg-August University of Göttingen) then laid the foundation for the content of the study day: he pointedly and clearly explained what challenges and opportunities a sustainable religious education entails. Among other things, he pleaded for a more denominationally mixed orientation of religious education. This approach was also reflected in many of the subsequent workshops.

The numerous participants from universities, seminaries and schools were able to choose between two workshops. Using the example of "Mary - a special woman", Marlis Felber (Diocese of Fulda) showed how denominationally mixed teaching at elementary school can succeed in concrete terms.

The workshop "What picture books can do", offered by Tanja Barth (Studienseminar Bad Hersfeld / Fulda) and Renate Dörrie and Rebekka Krippendorf (both Studienseminar Fritzlar), was also aimed at elementary school teachers. Prof. Dr. Petra Freudenberger-Lötz (University of Kassel) together with the Muslim students Lina Hout and Anita Dacic offered an interreligious exchange on a wide range of issues that was interesting for all school levels.

Karsten Müller and Johannes Bohl (Diocese of Fulda) presented in their workshop for secondary school students how the smartphone can be integrated into religious education using the Protestomat. The workshop by Jutta Fuchs and Josephina Barba (both from the Kassel seminary) was also media-oriented: Music and film were also used to address the question of sustainable religious education.

The study day ended in the afternoon with a liturgical conclusion prepared by Johannes Bohl and Marlis Felber, musically accompanied by Carolin Altmann (University of Kassel). Last but not least, a big thank you goes to Hanna Hirschberger (RPI Kassel), without whom the catering on the study day would not have been possible.

Every year, an event on cooperation between the three phases of teacher training is also held specifically for the grammar school sector. Students of Protestant religion can come into contact with LIVs and teachers who teach the subject of religion and work with them on common topics and take advantage of further training opportunities. In addition to getting to know each other and exchanging information on content-related issues, implementation of content in practice, etc., contacts can be made here directly and cooperations can be agreed upon so that collaborations can also take place beyond these annual meetings. Teachers can benefit from students in the classroom, students can open up further practical contacts.The event is primarily aimed at L3 students and teachers of the Sek. I+II, since the content is usually geared to these groups of students. However, they are of course also open to interested students and teachers of other school types.In recent years, cooperation has taken place on the following contents:- Theological conversations - Bible and reality - Images of God - Identity - Dying and death - Jesus Christ - Interreligious learning - Global learning

In addition to the above-mentioned regular teaching and training events as well as cooperation meetings, there is a lively cooperation especially between the staff of the University of Kassel and the RPI. Within the framework of this cooperation, the two educational institutions support each other in the organization of further education and training courses, excursions, etc. Some projects are mentioned here:

• Co-design of long-term continuing education courses for teachers and pastors: Contributions to the theology of children and youth by staff members of the University of Kassel.

• Visit to the PTI Kassel as part of the course "Introduction to Religious Education".

• Excursion Bibelhaus Frankfurt: Nativity and the Cult of the Emperor.

University of Kassel:

Prof. Dr. Petra Freudenberger-LötzProf. Dr. Annegret Reese-SchnittgerGudrun Spahn-SkrotzkiEve LotzCarolin Altmann

Diocese of Fulda:Marlis FelberWolfgang RitzStudy Seminars: GHRF Kassel: Jutta Fuchs and Josephina BarbaGym Kassel: Jürgen BonasGHRF Fritzlar: Rebekka Krippendorf and Renate Dörrie GHRF Fulda, Bad Hersfeld branch: Tanja Barth, Anne Völlinger and Christian Reinhard

RPI Kassel: Dr. Gudrun NeebeBrigitte WeißenfeldtKarsten MüllerFrank Bolz