Now that the approach to promoting and evaluating the ability to reflect among sports students as part of practical school studies has proven successful (sub-project P02, PRONET 2015-2018), the field of application of reflective practical studies will be expanded in the follow-up study PRONET² from 2019 to 2023 and institutionalized through the establishment of a teaching-learning laboratory for sports pedagogy.

In terms of content, the reflective, video-based case work will be continued using the video portal "Lessons under the magnifying glass" and supplemented by further sports pedagogy and sports didactics application and subject areas (such as heterogeneity and differentiation, physical education). The focus in PRONET² is no longer primarily on promoting the ability to reflect. Through the reflective examination of one's own and others' teaching scenarios, the aim is also to focus on the development of subject-specific teaching skills.

Teaching-learning laboratories - which have been established and developed at the University of Kassel for over 30 years, initially as study and learning workshops - enable skills development on the basis of reflective, theory-led practice. From the perspective of higher education didactics, they are therefore important places for action-oriented, reflective learning (Schude, Bosse & Klusmeyer, 2017). A fundamental distinction can be made between teaching-learning formats such as discovery-based learning (developing and training pedagogical skills based on experience) and research-based learning (carrying out pedagogical research projects and gaining insights) (Wedekind & Schmude, 2017).

Based on this - in addition to the differentiation of content - a second focus of sub-project P02 is the conception and establishment of a teaching-learning laboratory in sports education, in which topics relevant to teaching at university and school learning locations are pedagogically prepared, didactically tested and individually reflected upon (portfolio). The theoretical points of reference are the areas of pedagogical research (e.g. Baumert & Kunter, 2006) in relation to university teacher training and the quality dimensions of good (sports) teaching (e.g. Herrmann, Seiler & Niederkofler, 2016) in relation to school teaching.

PRONET² is funded by the Federal Ministry of Education and Research as part of the joint "Teacher Training Quality Initiative" of the federal and state governments.

Literature

• Baumert, J. & Kunter, M. (2006). Keyword: Professional competence of teachers. Journal of Educational Science, 9 (4), 469-520.
• Herrmann, C., Seiler, S. & Niederkofler, B. (2016). "What is good physical education?" Dimensions of teaching quality. Physical education, 65 (3), 77-82.
• Schude, S., Bosse, D. & Klusmeyer, J. (Eds.). (2016). Study workshops in teacher education. Wiesbaden: Springer.
• Wedekind, H. & Schmude, C. (2017). Workshops at universities - places of exploratory and/or research-based learning. In M. Kekeritz, U. Graf, A. Brenne, M. Fiegert, E. Gläser & I. Kunze (Eds.), Learning workshop work as a principle. Possibilities for teaching and research (pp. 185-200). Bad Heilbrunn: Klinkhardt.