The situation described above resulted in the following objectives for the consortium: 1. Intensive, especially long-term, personalisation of teaching and teacher-training practice - specifically: examples of sustainable integration of successful concepts to promote personalised learning in teaching (in particular “open learning time” and project work) and teacher training (in particular working with [showcase and reflexive] portfolios, individual projects) 2. Promotion of cooperation amongst colleagues at school and teacher training college – specifically: the qualitative benefits stemming from stable cooperation in learning processes between teachers will be used systematically and explicitly, thus modelling societal cooperation for learners. 3. Stronger focus on the internationalisation of teacher education – specifically: in the long-term becoming a certified Europe/UNESCO-associated training college (increasing European mobility, regular cooperation and exchange with international educational institutions, Global/European Citizenship, further development of CLIL)
The university town of Marburg and its surrounding region are characterized by their internationalism and innovation in the fields of research and pharmaceuticals (e.g. Biontech). Therefore, parents expect a high degree of international networking from the region’s schools and presuppose a school education focused on developing individual potential. The “Europaschule Gladenbach” and the town’s independent school „Steinmühle“ have both adapted to these needs in recent years. This has not been the case to such an extent for teacher education. Both schools have trodden new paths in the field of personalised learning, albeit not with a clear focus on long-term personalised learning beyond single-lesson concepts. The teacher training college is characterized by a high level of competence in the fields of individual guidance and learning diagnosis, learning support, evaluation and assessment. Nevertheless, trainee teachers are offered too few fields of experience in which they can work on their personal approach and attitude towards the structures of personalised learning.