Three key areas of focus:
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1. Science-based teacher education
The professional conduct of teachers is crucial to the academic success of students. Professional teachers base their pedagogical actions on sound knowledge of educational science, subject didactics, and subject-specific knowledge. They reflect on their actions in a theory- and research-based manner and on the basis of the values and norms of the free democratic basic order.
The Science-Based Teacher Education profile area aims to create the conditions for such reflective, professional conduct. It is based on current empirical findings and theoretical and historical insights from educational science, subject didactics, and subject-specific knowledge.
The first university phase of teacher education lays the scientific foundation for professional action in schools and classrooms, as well as for the continuous development of one's own professional competence. It thus constantly navigates the tension between scientific foundations and practical professional requirements. Practice-oriented learning opportunities that draw on concepts from professionalization research are therefore indispensable: they offer students the opportunity to apply their knowledge in specific school contexts and to critically reflect on their actions from an academic perspective – as a basis for lifelong professional learning. -
2. Data-driven learning and AI
Digital transformation, commonly known as digitization, can now be described as ubiquitous. This brings the aspect of digitality increasingly to the fore: the simultaneity of analog and digital realities. The LSE's “Digital Education and Digitally Supported Learning” profile area deals with questions about the appropriate and responsible use of this potential area in the education sector and the resulting consequences for teacher education.
Data-supported learning:
Modern teaching and learning environments take into account the targeted use of digital technologies. The process data generated in the process offers the opportunity to generate recommendations for teachers and learners and to optimize learning processes. The use of artificial intelligence (AI) enables these processes to be accelerated and largely automated.
The Leibniz Research Initiative Digital Education combines expertise from the fields of subject didactics, psychology, education science, and computer science at LUH to explore the potential of learning analytics and machine learning in formal and informal contexts.
At the same time, the responsible use of learning analytics is being investigated, with ethical, legal, and social issues being the focus of research and teaching.
Teaching and learning with and about AI
With the increasing availability of AI applications, teaching and learning with AI and about AI are also becoming an important focus in teacher education. Outside the classroom, learners are increasingly using AI-supported technologies, which will also bring about lasting changes to most job profiles. AI must therefore become a subject in teaching and learning contexts. Prospective teachers must be empowered to teach learners how to use AI-supported technology and its data competently and reflectively, which also involves ethical and legal aspects. A clear example of this would be the AI in Teacher Education module offered by the Leibniz AI Academy. In the future, however, research will need to take a closer look at the role of AI in educational processes and the subject-specific and interdisciplinary requirements of schools, teachers, and learners.
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3. Education-related transfer
With its “Education-Related Transfer” profile area, the LSE focuses on systematic and expertise-led transfer activities tailored to specific target groups and cooperates with stakeholders from academia, educational practice, and educational policy. The aim of education-related transfer is to enable participation in science and to design education processes based on scientific principles.
As a central academic institution for teacher education, the LSE brings together a wide range of disciplines whose work is of particular importance to society. Educational transfer is therefore one of the inherent tasks of teacher education.
By shaping the transfer, the LSE not only promotes active participation in scientific discourse, but also acts as a central interface between educational institutions and non-university partners. Our Leibniz School Connect, uniKIK school projects, and uniplus teacher training teams are particularly involved in this area. The description of the profile area is based on the expanded understanding of transfer by the German Council of Science and Humanities and the systematization of the Society for Subject Didactics.
These areas of focus are not limited to teacher education, but also include continuing education for teachers and educational staff. In addition, they offer programs for schoolchildren and young people and promote exchange both within the university and with non-university partners.
Reflexive capacity to act – guiding principle of teacher education at LUH
The Leibniz School of Education sees the concept of reflective action as a central guiding principle for teacher education at Leibniz University Hannover. It stands for the combination of theory and practice and for the goal of empowering students to act professionally in a conscious, critical, and responsible manner.
Combining theory and practice
Origin and development
The idea originated in the Leibniz Principle project as part of the first funding phase of the Quality Initiative for Teacher Education (BMBF). There, the concept of reflective action was first derived from professional theory. It served as a guideline for combining normative and competence-oriented goals of teacher education at Leibniz University Hannover.
This subsequently developed into the concept of reflective action—as a continuation and opening up of the concept for joint discourse on teaching, research, and transfer in teacher education. In addition, the concept of reflective action was incorporated into the teaching constitution of LUH.
A common framework for teacher education
The concept of reflective action creates a common point of reference for all teacher education faculties and institutes at Leibniz University Hannover. It allows room for different perspectives and disciplinary focuses, while at the same time giving concrete form to the concept of reflection. In this way, it supports the joint further development of teacher education at LUH – in teaching, research, and transfer.
