Teaching Clinics are designed as semester-long courses in which teachers in training collaborate with practicing teachers on pedagogical innovations in the teachers’ classrooms through design-based research (Bakker, 2018). They can be seen as instances of service learning in the domain of teacher education (Stoecker, 2016). TCs tackle the combined needs of students, such as the wish for more formal experiences directly in the school-context and obtaining well-transferable competences and knowledge, and teachers, who may want a more direct access to state-of-the-art knowledge and support in implementing pedagogical innovations. Specifically, we present one exemplary project that was conducted within the TC and showcase the reflections from students, teachers, and the course facilitator (Froehlich et al., 2021).

References

Bakker, A. (2018). Design research in education: A practical guide for early career researchers. Abingdon, UK: Routledge.

Stoecker, R. (2016). Liberating service learning and the rest of higher education civic engagement. Philadelphia, PA: Temple University Press.

Froehlich, D.E., Hobusch, U., Moeslinger, K., 2021. Research Methods in Teacher Education: Meaningful Engagement Through Service-Learning. Front. Educ. 6.

STEMS² Pillars: Aʻo