PrOBe - Praxisphasen Orientierend Begleiten (Guidance for classroom training periods)
PrOBe is an innovative concept for teaching practice for music teachers designed by the Rostock University of Music and Drama. It combines long-term teaching practice (year of teaching practice at school) in music with supervision provided by specially qualified music teachers at all kinds of schools (music mentoring).
The year of teaching practice is scheduled for the third of a five-year degree course and pursues two goals: (1) to clarify aptitude with regard to the chosen course of study and (2) the professionalisation of pedagogical methods for the future profession as a teacher at school.
The music mentors are tied to the university with teaching contracts and advance their qualifications continually within the group. The Rostock University of Music and Drama and the schools providing positions for teaching practice shall create a reliable school network in which the music mentors adopt the role of mediators between the institutions.
PrOBe is a component of the joint project "LEHREN in M-V LEHRer*innenbildung reformierEN" (ZLB) being implemented by the four teacher-training universities in Mecklenburg-Vorpommern and is financed by the Federal Ministry of Education and Research within the framework of the "Qualitätsoffensive Lehrerbildung" (QOL).
Year of teaching practice
The aim is to enhance the students' self-assurance with regard to their own choice of career through intensive and long-term experience within the field of profession and supervised music teaching practice in schools. During this course, students learn methods to accurately observe, plan and evaluate teaching processes for music; give their first music lessons in their respective type of school; and pursue their own educational development plans. They should be able to consciously relate what they have observed and taught themselves to theoretical knowledge, learn how to plan their lessons successfully, and develop an individual impression of the teaching profession that is shaped by a high level of self-efficacy.
The year of teaching practice at school is a new study format, which combines various practical modules of the teacher-training programme for music teachers in an interdisciplinary course and is spread over the entire third year of study. The year of teaching practice at school is provided for students training to be music teachers at Gymnasien (grammar schools), Regionale Schule (secondary schools) and primary schools. It takes place at selected partner schools and is accompanied by courses at the University.
1st phase, winter semester: The practice year starts in winter semester with general educational contents from studies on school practice and subject-specific contents for the teaching of music. This phase is closely accompanied by the members of teaching staff who teach methods for teaching music.
2nd phase, spring break: the course continues as a five-week block of teaching practice. During this phase, the future field of profession at school is explored in more detail and students hold their own music lessons. This phase is mainly supervised by the mentors.
3rd phase, summer semester: The student music teachers return to one day of teaching practice per week. During this third phase, students define individual aims for their learning based on the feedback they have received and should be able to use this to go through individual learning circles independently after the end of the year of teaching practice (videography work).
4th phase, portfolio as written assessment component: A further effect is the reflection on one’s own artistic skills with regard to the field of profession and subsequent questions and requirements for the teaching of vocal and instrumental classes. The students document and reflect on their own learning developments in a portfolio. At the end of the year of teaching practice, the students, mentors and lecturers take part in individual discussions to evaluate the contents of the portfolio.
Research project PROFESSION
(Helen Hammerich, Prof. Dr. Oliver Krämer)
Research question: How does the year of teaching practice at school influence students’ reassurance that they have chosen the right career by studying to become a music teacher at the Rostock University of Music and Drama?
Method: The long-term survey elucidates the changing levels of reassurance felt by student teachers at hmt with regard to their choice of career and covers the entire length of the degree course (online questionnaires answered every semester, quantitative evaluation with SPSS). It focuses in particular on the year of teaching practice in comparison to a control group, which completed the teaching practice in accordance with the previous regulations.
Current state of research: Initial results show a generally high level of certainty felt by student music teachers at hmt regarding their career choice. Confirming factors are mainly the great interest in the subject music, practical experience in the field of music education and the passed artistic aptitude test. The students cite the stress and psychological burden caused by the complex organisation of their degree course, as well as the general social and political conditions of the teaching profession as the most unsettling factors.
Research project JANUS (Retrospection and Outlook)
(Prof. Dr. Oliver Krämer, Maximilian Piotraschke)
Research question: With how much experience, and which attitudes, emotions and expectations do student music teachers enter their year of teaching practice?
Method: By using qualitative content analyses, students’ written reflections on their interpretation of the requirements for teaching practice (previous experience, attitudes, emotional characteristics, expectations) are investigated at the start of the year of teaching practice.
Current state of research: First results show that the student music teachers enter the year of teaching practice with opposing feelings, in which the actual fear of teaching contrasts with the general enjoyment of teaching music.
Research project KOMPETENZ
(Helen Hammerich, Prof. Dr. Oliver Krämer)
Research question: To what extent does the year of teaching practice influence the beliefs of student music teachers with regard to the required competencies of music teachers?
Method: Changes in attitude are examined by analysing the professional, didactic and general educational competence profiles, which are created before and at the end of the year of teaching practice, and document the perceived professional requirements for the teaching of music (completed worksheets with written self-reflection, group discussions).
Current state of research: Initial results show that there are changes to perspectives, in particular, in the field of education, and practice-oriented differentiation also becomes visible in specific artistic and musical fields.
The music teachers, who supervise the year of teaching practice as mentors, will form a fixed working group together with the lecturers at the Rostock University of Music and Drama. They provide advice to one another, jointly enhance their music teaching and subject skills and develop the contents and structure of the year of teaching practice together. The music teachers involved must first undergo a general one-year mentoring qualification as part of the collaborative project LEHREN in M-V. As mentors, they supervise small groups of three to five students at their schools. They provide support for the planning of music lessons and initiate constructive feedback situations.
Music teachers must complete the state of Mecklenburg-Vorpommern’s mentor qualification programme in order to be able to take part in the music-mentoring programme.
Krämer, O. & Piotraschke, M. (2020). Emotions of Student Music Teachers Concerning School Practice. In A. Houmann & E. Saether (Hrsg.), European Perspectives on Music Education, vol. 9 (S.191-205). Helbling.
Malmberg, I. (in review). Musizieren als Entwicklungsaufgabe im Schulpraktikum. Erste Ergebnisse der qualitativen Erhebung TRANSFER zu Mentor/Mentee-Dynamiken beim Klassenmusizieren in schulischen Praxisphasen. In F. Platz, O. Kautny & J. Hasselhorn (Hrsg.) AMPF-Jahresband 2020.
Krämer, O.; Malmberg, I. & Piotraschke, M. (2019): PrOBe – Praxisphasen Orientierend Begleiten. In: D. Neuhaus & G. Puffer (Hrsg.) Musikpädagogische Projekte in der Qualitätsoffensive Lehrerbildung. In Diskussion Musikpädagogik 83/2019. S.47-55.
Malmberg, I.; Nestler, E. & Piotraschke, M. (2018). Mentor*innenqualifizierung aus fachdidaktischer Perspektive gestalten. Kooperative Entwicklung und Umsetzung eines Curriculums. In Journal für LehrerInnenbildung 4/2018. S.46-51.
Malmberg, I. (2019, September). Mentoring beim Musizieren. Am Übergang von der Musikhochschule in den Klassenraum, Ergebnisse aus dem TRANSFER-Projekt (Vortrag). Jahrestagung des Arbeitskreises für musikpädagogische Forschung (AMPF), Hochschule für Musik und Medien, Hannover.
Krämer, O.; Malmberg, I. & Piotraschke, M. (2019, September). Poster: PrOBe – Praxisphasen Orientierend Begleiten. Jahrestagung des Arbeitskreises für musikpädagogische Forschung (AMPF), Hochschule für Musik und Medien, Hannover.
Piotraschke, M. (2019, September). Musiklehrer*innenprofessionalität im Projekt PrOBe. Im Forum: Neuhaus, D. & Puffer, G. Lehrprofessionalität im Fach Musik? Einblicke in musikpädagogische Projekte in der Qualitätsoffensive Lehrerbildung. Jahrestagung des Arbeitskreises für musikpädagogische Forschung (AMPF), Hochschule für Musik und Medien, Hannover.
Krämer, O. & Piotraschke, M. (2019, Mai). PrOBe – Praxisphasen Orientierend Begleiten: Eine Zwischenbilanz zum Ende der ersten Förderphase. Programmkongress LEHREN in M-V, Hochschule für Musik und Theater, Rostock.
Krämer, O. & Piotraschke, M. (2019, Mai). Emotions of Student Music Teachers Concerning School Practice. Jahreskonferenz der European Association for Music in School, Musikhochschule Malmö, Schweden.
Malmberg, I.; Nestler, E., Retzlaff-Fürst, C. & Wulff, T. (2019, Mai). Gegenstandsbezogenes Mentoring (Vortrag). Programmkongress LEHREN in M-V, Hochschule für Musik und Theater Rostock.
Malmberg, I. (2019, April). KünstlerIn oder/und LehrerIn sein? MentorInnen vermitteln zwischen der unterschiedlichen Konzeptionierung von KUNST in Hochschule und Schule (Vortrag). Tagung der Internationale Gesellschaft für schulpraktische Professionalisierung (IGSP), Pädagogische Hochschule Graz.
Piotraschke, M. & Wöller P. (2018, März). Das (hochschulische) Konzept der Mentor*innenqualifizierung und seine Umsetzung durch Mentor*innen im Schulalltag (Workshop). Tagung der Bundesfachgruppe Musikunterricht und der ArGe Schulmusik, Hochschule für Musik und Theater München.
Malmberg, I. (2018, März). Mentor*innenqualifizierung in Mecklenburg-Vorpommern (MQ_MV) mit fachdidaktischem Fokus (Workshop). Tagung der Bundesfachgruppe Musikunterricht und der ArGe Schulmusik, Hochschule für Musik und Theater München.
Malmberg, I. (2018, März). Die besondere Situation der Mentees. Statuspassagen und Coping (Vortrag). Tagung der Bundesfachgruppe Musikunterricht und der ArGe Schulmusik, Hochschule für Musik und Theater München.