under construction

After two years as a teacher, Maximilian Arend is now working as a research assistant at the Chair of Teaching German as a First Language, researching various subject-specific dimensions of teaching quality on the basis of teaching videographies with the aim of completing a doctorate. Further focal points in research and teaching include film education and their consequences for German lessons as well as the combination of subject-specific and education content.

Curriculum Vitae:
• since October 2023: Research assistant with the aim of a doctorate in teaching German as a First Language at the FSU Jena
• 08/2021-07/2023: Teacher at the Albert-Einstein-Gymnasium Magdeburg
• 02/2020-07/2021: Trainee teacher at the Albert-Schweitzer-Gymnasium Wolfsburg (2nd state examination with the thesis: „Das Spiel mit Gattungskonventionen: Potentiale für den Deutschunterricht am Beispiel von Bichsels Kurzgeschichte Der Milchmann“)
• 2016-2019: Various positions as tutor and student assistant in the fields of literature and teaching German as a First Language
• 2014-2019: Studies at the FSU Jena for the teaching profession at grammar schools for the subjects German and Geography (1st state examination with the thesis: “Zur Darstellung des Selbstmords in der deutschsprachigen Literatur des 18. Jahrhunderts am Beispiel von Gottscheds Sterbender Cato und Goethes Die Leiden des jungen Werther”)

Thomas Berger works as a lecturer and teacher educator in our team and as a German teacher at the ‘UniverSaale’ comprehensive school in Jena, Germany. Holding a PhD in literary studies and possessing several years of experience as a German teacher, he contributes valuable perspectives to our research group. Thomas’ main focus lies on teaching, with a special interest in (teaching) literature. In addition, he offers seminars on grammar and orthography together with researchers in the linguistics department.

• Der Humanitätsgedanke in der Literatur der deutschen Spätaufklärung. Heidelberg: Winter Verlag 2008.
• „Grenzvernunft“ und Theodizee – zum Verhältnis von Skepsis und Heilsgewissheit in Lessings Spätwerk. In: Wezel-Jahrbuch 10/11 (2009), S. 195-219.
• Nachweis und Bewertung literarischen Verstehens in schulischen Leistungssituationen und Testaufgaben. In: Iris Winkler, Nicole Masanek, Ulf Abraham (Hg.): Poetisches Verstehen. Literaturdidaktische Positionen – empirische Forschung – Projekte aus dem Deutschunterricht. Baltmannsweiler: Schneider 2010, S. 98-113.
• Rezeption und Produktion von Sachtexten. In: Helmuth Feilke, Juliane Köster, Michael Steinmetz (Hg.) Textkompetenzen in der Sekundarstufe II. Stuttgart: Fillibach bei Klett 2013, S. 331-353.

Florian Hesse is a researcher at the Chair of Teaching German as a First Language. His work focuses on professionalization and teaching research. Among other things, this is where the completed dissertation study is located, in which Florian Hesse investigated how prospective teachers design learning opportunities in literature classes during the practical semester. The insights gained here are also used in his current projects on the quality of literature teaching (QuaLITy) and on the teaching activities of students in the subject German independent of their studies (stunde). His work also focuses on current children’s and youth literature of different mediality as well as reading and writing in a culture of digitality. More information about Florian Hesse’s work can be found on ResearchGate and Twitter.

• *Hesse, Florian & Winkler, Iris (2022): Fachliche Qualität im Literaturunterricht. In: SLLD-Z, 2, S. 1–29. https://doi.org/10.46586/SLLD.Z.2022.9605
• Hesse, Florian (angenommen): Unterrichten üben im Schulpraktikum? Theoretische Überlegungen und Konzeption einer Videostudie zum Literaturunterricht von Studierenden. In: Jochen Heins, Katrin Kleinschmidt-Schinke, Dorothee Wieser, & Esther Wiesner (Hrsg.): Üben. Theoretische und empirische Perspektiven in der Deutschdidaktik. SLLD-B.
• *Hesse, Florian; Winkler, Iris (2021): Textauswahl und Auswahlbegründungen von Lehrpersonen beim Einsatz von Ganzschriften im achten Jahrgang am Gymnasium. In: Leseräume. Forum Literalitätsforschung, H. 7, S. 1–21.
• Hesse, Florian & Lütgert, Will (2020): Auf die Lernbegleitung kommt es an! Konzepte und Befunde zu Praxisphasen in der Lehrerbildung. Bad Heilbrunn: Klinkhardt. DOI: 10.35468/5821.

• Teaching Literature in Field Experiences
• Cooperative Planning Conversations in the Teaching Practicum of Future German Teachers (KOPPRA-D)

Birgit Rickmann teaches German and English at the ‘Karl Theodor Liebe Gymnasium’ (High School) in Gera and works as a University Mentor for pre-service teachers during their field experiences. She finds teaching at university rewarding for two main reasons: One, she is able to provide her students valuable feedback concerning their theory-driven plans as well as their actual teaching. Two, it is exactly this process of giving feedback that allows her to reflect more deeply on her own teaching.

Karin Zimmermann teaches German, History, and Theater and Design at the ‘Otto Schott Gymnasium’ (High School) and works in our team as a University Mentor for pre-service teachers during their field experiences. Switching between the two institutions is what Karin experiences as particularly rewarding. At school, Karin advocates for a holistic approach of learning and teaching, whereas the main focus of her teaching at university lies on the planning of German lessons. Inspired by the OVID-PRAX project, she provides individual feedback concerning the pre-service teachers’ lesson plans. Thus, she aims at enabling teacher students to cross the boundaries between the theory they learn at the university and the practical demands of their field experiences.