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Bildungswissenschaften und akademisches Selbstverständnis in einer globalisierten Welt- Education and Academic Self-Concept in the Globalized World


Edited By Gerd-Bodo von Carlsburg and Thomas Vogel

Dieser Band dokumentiert eine Reihe von Beiträgen der XIX. Internationalen wissenschaftlichen Konferenz Bildungsreform und Lehrerausbildung zum Thema Bildungswissenschaft auf der Suche nach globaler Identität, die vom Ministerium für Bildung und Wissenschaft der Republik Litauen, der Litauischen Universität für Bildungswissenschaften in Vilnius und der Pädagogischen Hochschule Heidelberg – University of Education gemeinsam konzipiert und veranstaltet wurde. Das Hauptthema der Konferenz waren Bildungs- und Qualitätsstandards der Hochschul- und Schulbildung. Dieses Qualitätsmanagement setzt somit den Erwerb interaktiver Kompetenzen im Bildungs-, Erziehungs- und Sozialisationsbereich voraus, gewissermaßen als innere Kräfte für Basiskompetenzen, die im Hinblick auf die Herausforderungen der Gesellschaft des kommenden Jahrzehnts die Befähigung zu Identität ermöglichen.
This volume presents a series of contributions from the XIX. International Scientific Conference on The Reform of Education and Teacher’s Training on the topic Educational Sciences in Search of Global Identity which was conceived and organized by the Ministry of Education and Science of the Republic of Lithuania, Lithuanian University of Educational Sciences and Heidelberg University of Education (Germany). Main topics of the conference were educational quality standards of Higher and Secondary Education. This kind of quality management relies on the acquisition of interactive competence in socialization and the educational sector. The development of these basic skills is prerequisite for achieving an identity in order to meet the challenges of our society in the coming decade.
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Improvisational Theatre in the Secondary EFL Classroom: Teacher-Researcher Collaboration as In-Service Teacher-Training


Raphaëlle Beecroft


In Germany, English language teaching is becoming increasingly competence and output-oriented, with the promotion of Intercultural Communicative Competence (ICC) firmly established as a main goal of the ELT curriculum. In order to mirror and do justice to these developments in ELT, new, dialogical forms of oral assessment have been introduced at all secondary levels. The contents of these high-stakes examinations as well as the school syllabi leading up to these aim at reflecting the competences and levels detailed in the Common European Framework for Modern Languages (CEFR).

These developments in ELT present a challenge for established teachers, who find themselves having to interpret and adapt European demands, new syllabi and new assessment forms to their own varying educational contexts.

In light of the above, the paper presents a mixed-methods action-research study which investigates the use of Improvisational Theatre in ELT as a means of both promoting ICC in young learners and preparing them for various dialogical assessment forms. After an overview of the theoretical foundations of the project, the paper focuses on the research design and implementation of the study, demonstrating how it acts as a didactic tool, involving the teachers on different levels in a form of in-service-teacher-training by enabling them to investigate one potential method of meeting the demands discussed above.


In Germany, English Language Teaching (ELT) is becoming increasingly competence and output-oriented, with the promotion of Intercultural Communicative...

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