University Quality Improvement Funds for Teacher Education

The Leibniz School of Education has a budget of University Quality Improvement Funds, that are being specifically deployed for the noticeable improvement of teacher education students. For this purpose the Leibniz School of Education develops various offers like Practical Issues in Schooling, Ready for your Traineeship? or Teacher from the very Start.

Application deadlines for the funding of project

01.06. For the following winter semester, 01.12. For the following summer semester

In addition to its own projects, the Leibniz School of Education also funds teacher education specific innovations of Institutes, Faculties and from students. Hereunder, you will primarily find projects with an subject and faculty interdisciplinary emphasis. This, for example, applies to the classic cross-cutting issues like Inclusion and Heterogeneity, German as a foreign language or (digital) media competencies. Initiatives for the improvement of the interlinking of subject science, subject teaching-methodology and education science here have a large potential for improvement for teacher education. In the event of a specific needs, projects who primarily improve one single subject can also be funded. The connection to teacher education is naturally still at the centre of this.

information of applications

Funding through University Quality Improvement Funds is based on an application procedure. The Academic Commission decides on the allocation.


Notes on applications can be found in the following downloadable documents:


SELECTION OF FUNDED PROJECTS

Winter Semester 2019/20

  • Werkstatt PLUS Qualification Offer German as a Second/Foreign language for Student Teachers

    Petitioner: Dr. Christine Bickes

    Institution / Faculty: Faculty of Humanities, German Department

    Project Start: January 2020
     Run Time: 23 months

    Short Description:

    The additional qualification programme German as a Second/Foreign Language Workshop Plus offers teacher training students of all subject combinations without previous experience an initial basis for teaching German as a second/foreign language and prepares them for the encounter with multilingualism in the classroom, in society, in a professional context and in voluntary work.

  • E-Learning for Teacher Education – E=LB2

    Petitioner: Prof. Dr. Tabea Becker, Prof. Dr. Claudia Müller-Brauers

    Institution/Faculty: German Department and Institute of Special Education

    Project Start: January 2020

    Run Time: 13 months

    Short Description:

    This project spans across faculties and subjects and is designed to promote the quality of teacher education. E-Learning is especially relevant for education teachers, as it is not only used as a medium within the framework of the teaching offer, but is also the subject of the teaching itself and part of the students' later professional activity as teachers. In addition, e-learning offers an opportunity to develop the extensive learning content in a practical and economical way.

    Measure A works on an interdisciplinary basis and aims to bundle and network existing resources and activities in teacher education throughout Germany through a coordination office, to compile and coordinate activities, but also to provide technical and didactic advice.

    In measure B interdisciplinary E-Learning-modules will be realised which the focus lying on the important topics of language education, diversity and inclusion. This also includes, for example, the further development of the learning platform www.hyperkulturell.de for intercultural learning, which was co-designed by students. Furthermore, inter-university networking is to be intensified in the context of digitalisation and e-learning.

    Coordination and Contact:
     Benjamin Haag, benjamin.haag@germanistik.uni-hannover.de

Sommer Semester 2019

  • Development of a structure-building teaching concept in the Teacher Education Master's programme for the umbrella of social studies as a subject combination of geography, politics and history at comprehensive schools

    Petitioner: Prof. Dr. Christiane Meyer, Prof. Dirk Lange/Vertretungsprofessor Dr. Moritz Peter Haarmann, N.N. (since 01.04.2019 Prof. Dr. Meik Zülsdorf-Kersting)

    Institution/Faculty: Faculty of Natural Science and Faculty of Humanities, Didactics of Geography, Institute of Didactics of Democracy, Didactics of History

    Project Start: April 2019
     Run Time: 24 months

    Short Description:

    The project aims to develop, test, evaluate and subsequently consolidate a teaching concept that integrates the three subject perspectives and adequately prepares prospective teachers for a possible future career at comprehensive schools already in the first phase of teacher education.

    On the basis of the project experience, results and findings, the subject "social studies" will be offered in the future e.g. as an additional certificate or similarly in the Master's teacher education for university-track secondary schools for students from the subject areas.

  • Examination Success in the Subject Food Chemistry for Students of Food Science

    Petitioner: Dr. Ulrich Krings

    Institution / Faculty: Faculty of Natural Science, Institute of Food Science and Human Nutrition

    Project Start: November 2018
     Run Time: 24 months

    Short Description:

    The project aims to optimise the success of the exam in the food chemistry module of the Bachelor TE course. Through targeted tutoring, the lecture material will be revised and a deeper understanding of the lecture contents will be achieved. In addition, targeted exam training will familiarise students with the "exam question style" and thus reduce exam nerves. Small learning groups should contribute to an improved learning atmosphere and make it possible to deal with individual problems and questions in a more targeted manner.

  • Digitalisation of Laboratory Exercises in Modules on chemical and physical foundations as well as material

    Petitioner: Johannes Wolf

    Institution / Faculty: Faculty of Architecture and Landscape Science, Institute of Vocational Sciences in the Building Trade

    Projekt Start: February 2019
     Run Time: 12 months

    Short Description:

    Teaching in the vocational subject areas site engineering, colour technology and interior decoration and well as manufacturing of wood products has a high percentage of experimental laboratory classes. In comparison to other places of study, this is a special quality feature of the education at Leibniz University Hannover, and the planned project aims to further strengthen this quality, especially with regard to digitalisation.

    With the funds applied for, the existing software is to be brought up to date and thus also enable digital processing by means of special tools for the presentation and didactic preparation of examinations. The synchronized recording of data and video material enables the analysis of material testing while simultaneously viewing diagrams and sample condition even in self-study, the practical effect of changes.

  • Tricki - Cartoon Synchonisation with Children

    Petitioner: Ulrich Stitzinger

    Institution / Faculty: Faculty of Humanities, Institute of Special Education

    Project Start: April 2019
     Run Time: 12 months

    Short Description:

    The project enables an expansion of the range and an increase in the quality of the courses in the Master's programme Special Education and in the Master's programme Special Education and Rehabilitation Sciences. The primary goal is to develop students' in-depth skills in planning and using digital media in an educational context. Students acquire the ability to assess the use and suitability of specific digital media and to transfer this knowledge to teaching-learning processes with pupils. The use of laptops and special software for the audiovisual editing of cartoon clips in the classroom will be developed explicitly. In addition, students will gain necessary knowledge of transdisciplinary cooperation within the framework of cooperative teaching-learning structures. In addition, competences in the area of observation and promotion of linguistic-communicative skills of children, as well as in the working areas of screenplay and animation film are trained.

  • “Discover!” - Internationalisation through digitalised and cooperative learning formats for incoming, outgoing and all other teacher education students

    Petitioner: Prof. Dr. Bettina Lindmeier, Prof. Dr. Julia Gillen, Ina Buchroth, Dr. Douglas Yacek

    Institute / Faculty: Faculty of Humanities, Leibniz School of Edcuation, Institute of Special Education

    Project Start: September 2019
     Run Time: 24 months

    Short Description:

    Globalisation, migration and intercultural networking are increasing the importance of skills in addressing cultural difference. Even if a stay abroad is planned, previous intercultural experiences and insights are beneficial for a successful experience abroad. Students at Leibniz University Hannover should be enabled to engage with other educational systems, values and educational realities "from home", also in English. Within the framework of the project, internationalisation at home is to be promoted. The internationalisation project consists of three dimensions:

    1. English Course Offers (4 Semesters) on topics of International Education and Global Justice.

    2. Thematic excursions in the region of Hannover

    3. Establishment of cooperations with colleges and schools of education abroad

Winter Semester 2018/19

  • Leibniz_Prinzip digi lab

    Petitioner: Prof. Bernado Wagner, Dr. Tomas Jambor

    Institution / Faculty: Faculty of Electrical Engineering and Computer Science - Centre for the Didactics of Engineering

    Project Start: October 2018
     Run Time: 15 months

    Short Description:

    As a joint venture of the Centre for the Didactics of Engineering and Institute of Natural Science Education, the project “Leibniz Prinzip digi lab” has the goal of creating a teaching and learning room for digitally supported lessons. Current and future technologies (AR and VR), such as beamers, touch screens, 3D printers and scanners as well as audio and video systems, will be integrated. The space should be usable in three ways:

    1. Promotion of media literacy of teacher education students:
       Students can participate in the event in which technologies will be incorporated, on the one hand. And on the other, they can create teaching units for the event and school themselves.

    2. Educational Research:
       School lessons will be conducted directly in the teaching and learning room or components of the room will be transported to the respective schools and used on-location. The educational research should take place within the framework of the courses, so that it is mainly done by the students themselves. In this way they learn to evaluate and optimize their own teaching.

    3. Specialised scientific Courses on-site:
       Through this impulses are meant to be created on the methodical and medial development of the teacher education degrees to the individual subject sciences.

    The Leibniz Prinzip digi lab thus enables students to try out, document and reflect on various flexible lesson scenarios.

     

     

  • Integration of a teaching and learning laboratory into teacher education

    Petitioner: Jun.-Prof. Susanne Weßnigk, Dr. Rüdiger Scholz

    Institute/ Faculty: Faculty of Mathematics and Physics, Institute of Didactics of Mathematics and Physics, Institute of Quantum Optics

    Project Start: August 2018
     Run Time: 12 months

    Short Description:

    The goal of this project is to build a teaching and learning laboratory at the Leibniz University Hannover, and to implement and establish in the teacher education degrees. The teaching-learning laboratory enables students of teacher education to gain practical and particularly reflective experience in specially arranged teaching-learning situations during their studies. One aim is that students acquire important competences of their future profession in the direct experience and reflection of the learning situations they have designed, which are difficult to achieve in other teacher education courses such as lectures and seminars (such as the recognition, generation and analysis of teaching quality). The teaching-learning laboratory should thus offer a structural improvement of teacher education.