Development and professionalization in the second phase of foreign language teacher training
Project Description
Based on the question of how teachers in the second phase of English teacher training perceive their own professionalization process and how their development can be described, a group of teachers in preparatory service was scientifically accompanied over the entire period of the second training phase.
Project Details 
Designed as a longitudinal panel analysis, the study employs qualitative content analysis methods to examine aspects of development and professionalization of eight in-service teacher trainees. The qualitative data (narrative and retrospective interviews, written lesson plans, written reflections on practice) were collected at key points in time (beginning, middle, career entry) and related to reflection processes in the context of planning, implementing and evaluating lessons based on the insights into the perceived development aspects.
By comparing the data sets with and among each other, development aspects and reflection processes can be structured and systematized, providing new insights into the two-phase training structure of English language teachers.