Online-Journal of the Private University College of the Diocese of Linz, Austria
Private Pädagogische Hochschule der Diözese Linz, Austria
Copyright (c) 2025 Martin Kramer https://creativecommons.org/licenses/by-sa/4.0
Professional relationship building as a skill in school development consulting
The text highlights professional relationship building as a key competence in school development consulting. From a systemic and group dynamics perspective, it shows how relationships, communication and conscious work with group dynamics are essential factors for sustainable change. The focus is particularly on the interaction between school management and consultants, as well as reflection on roles, expectations and resistance. Relationships are understood not as a framework, but as an active element of design. The article argues that sustainable organisational learning does not result from rigidly working through the planned steps of a project architecture, but rather from process-oriented consulting that focuses on relationships, participation and flexible responses to specific events.
Copyright (c) 2025 Sarah Mayr, Gerda Reisinger https://creativecommons.org/licenses/by-sa/4.0
Student participation using the example of creative service learning
Due to the new research and teaching concept as well as the innovative learning-approach Urban Diversity Education (UDE) at the University and College for Teacher Education in Vienna, new collaborations between students and teacher educators are fostered. Participation in terms of designing and changing the environment, interdisciplinary collaborations with various institutions are long-term goals which highlight and celebrate diversity in society. This transformative approach is defined as service-learning (SL), also known by the Term Third Mission. In the university sector, it emphasizes student participation within the empowerment of learners and educators. Considering this, the authors of this article address the necessary resources, tools and networks by depicting examples of current research-projects leading to the practical implementation during student-courses at the Viennese University College of Teacher Education.
Copyright (c) 2025 Anastasiya Savran, Rolf Laven , Hendrik Renneberg , Wolfgang Weinlich https://creativecommons.org/licenses/by-sa/4.0
What are our teachers of the future researching? What topics interest young teachers? The compulsory school pupils in Austrian schools are as diverse as the research interests in empirical educational research. This research project highlights the research interests of young teachers and teacher training students at the University of Education of the Diocese of Linz (PHDL) are identified, thus shedding light on the interface between the career entry of Master's students and their graduation from the PHDL. A qualitative survey examines the research focus of Master's theses by graduates of the University of Education of the Diocese of Linz based on the following question: What are the main research areas of Master's students at the PHDL in their Master's theses and what are the reasons for choosing these research topics? During the survey phase, all Master's thesis proposals and abstracts submitted to the PHDL since 2020 (N = 315) were read and coded. This coding resulted in a comprehensive category system, which was structured using the MAXQDA programme. A focus group setting was then conducted with students from the target group. The results provide insight into the topic selection process for master's theses and the interface between higher education and professional life.
Copyright (c) 2025 Lena Prenneis https://creativecommons.org/licenses/by-sa/4.0
Reflexivity in transformational processes of Bildung
In light of major global challenges and the associated experiences of crisis and alienation, the question arises not only of the necessary acquisition of skills to overcome these problems, but also of educating the individual in the sense of a transformation of fundamental structures of one's relationship to the world and to oneself (Graupe & Bäuerle, 2023; Koller, 2022; Nohl, 2021). Based on the German theory of transformational processes of Bildung (Koller, 2018, 2022), the article firstly questions whether transformation is an obligatory criterion for processes of Bildung and, secondly, suggests that reflexivity should be added as a characteristic of successful transformational processes of Bildung. Finally, the article addresses the unresolved question of how pedagogical actions can initiate, accompany and support transformational processes. In the school context, teachers should encourage students to reflect on existing routines and implicit assumptions, open up fields of experimentation and facilitate the integration and consolidation of new perspectives (El-Mafaalani, 2018; Helsper, 2004). The article provides a basis for applying the theory of transformational processes of Bildung to educational fields of action and for further theoretical development and modification if necessary.
Copyright (c) 2025 Martina King, Barbara Fageth https://creativecommons.org/licenses/by-sa/4.0
Group dynamics and drama in education in dialogue
Two social fields in interdisciplinary dialogue. This article focuses on the synthesis of theoretical perspectives on the concept of “role” from the view of drama in education and group dynamics. It explores the extent to which concepts from group dynamics and drama in education can help educators reflect on their own role and thereby expand their professional competence. Two case studies in the context of teacher training and school development consulting provide helpful practice-oriented approaches. The interest in dialogue on this topic is rooted in the long-standing collaboration between the two authors. Both are united by their work in and with groups and their theoretical and practical engagement with the concept of “role.”
Copyright (c) 2025 Sarah Mayr, Marlene Bauer https://creativecommons.org/licenses/by-sa/4.0
Regulation and potential applications of text-generating artificial intelligence (AI) for scientific practice at Austrian higher education institutions
With the increasing use of artificial intelligence (AI) tools in scientific work, universities and colleges are faced with the task of developing precise guidelines for their responsible use. The question arises as to what guidelines for transparent documentation students and teachers should receive in order to ensure scientific integrity. The problem is that AI-assisted writing not only changes text production itself; the process of knowledge acquisition is also increasingly being questioned, as potential lack of transparency in documentation raises doubts about the extent to which deeper understanding actually takes place. This makes clear guidelines in the interests of transparency essential. This article discusses possible usage scenarios and examines the positions, legal information and documentation aids recommended by Austrian colleges and universities for responsible academic writing instruction with AI tools. The aim is to analyse AI guidelines to identify useful possibilities for AI use and examples of transparent documentation. The thesis is that, in addition to “traditional” writing didactics approaches, AI didactics support in university teaching is also necessary for good academic writing practice. The results show that process-oriented documentation that demonstrates the responsible use of AI can be the goal of sustainable preservation of good academic practice.
Copyright (c) 2025 Marina Märzinger https://creativecommons.org/licenses/by-sa/4.0
Cooperative writing in language-diverse learning groups
Cooperative writing can promote the linguistic and social skills of learners in heterogeneous primary school learning groups. By exchanging ideas and working on texts together, pupils can improve their writing skills and learn to give and accept constructive feedback. This not only strengthens linguistic expression, but also promotes teamwork and communication among learners. This article highlights both the opportunities offered by cooperative writing – e.g. improving writing skills and promoting reflective thinking – and potential obstacles, such as different performance levels and working styles within groups. In addition, practical tips are provided on how cooperative writing can be effectively implemented in a school context, for example through the targeted planning of group activities, the introduction of structured feedback processes and the promotion of an open communication culture.
Copyright (c) 2025 Anna-Maria Knauseder https://creativecommons.org/licenses/by-sa/4.0
Parental mediation in a mediatised world
This article provides insight into the challenges faced by parents in supporting children and young people as they develop in a world heavily influenced by media, and in preparing them for future tasks, including in the digital sphere. Digital media play an increasingly important role in the development of children and young people, as they are an integral part of everyday family life from birth and accompany them as they grow up. This study examines the different ways in which media are used in families and their influence on the media behaviour of children and young people. This raises the question of what strategies for parental media education are recommended in the literature in order to adequately support children and young people in the development process of a mediatised world.
Copyright (c) 2025 Petra Traxler https://creativecommons.org/licenses/by-sa/4.0
Strategies for recruiting and selecting teachers from the perspective of student teachers
In view of the shortage of teachers, recruitment and selection strategies are important not only for maintaining teaching but also for ensuring teaching quality. For this reason, the article examines recruitment and selection strategies from the perspective of student teachers (N = 70). Based on an open questionnaire and focus group interviews, the data, which was evaluated using content analysis, shows, among other things, that targeted recruitment programs, attractive working conditions, professional recognition, further training and career opportunities are central strategies that influence job satisfaction. On the basis of the discussed results, the article combines strategies for personnel recruitment and selection.
Copyright (c) 2025 Andreas Schreier https://creativecommons.org/licenses/by-sa/4.0
Copyright (c) 2024 Franz Keplinger, Ines Weber https://creativecommons.org/licenses/by-nc-sa/4.0
Copyright (c) 2024 Gudrun Kasberger https://creativecommons.org/licenses/by-nc-sa/4.0
Copyright (c) 2024 Jadranka Garmaz https://creativecommons.org/licenses/by-nc-sa/4.0
Copyright (c) 2024 Michael Zichy https://creativecommons.org/licenses/by-nc-sa/4.0
Kommentar aus der Sicht der Moraltheologie zu „Menschen.Bildung.Persönlichkeit“
Replik zum Schreibgespräch „Menschen.Bildung.Persönlichkeit. Konturen einer katholischen Pädagogik“
Copyright (c) 2024 Rudolf Hein https://creativecommons.org/licenses/by-nc-sa/4.0
Vom anderen Lernen: Eine interkulturelle Perspektive
Copyright (c) 2024 Patrick Becker https://creativecommons.org/licenses/by-nc-sa/4.0
Die praktische Umsetzung katholischer Bildungsaspekte mit dem Unterrichtsmodell VaKE (Values and Knowledge Education)
Copyright (c) 2024 Alfred Weinberger https://creativecommons.org/licenses/by-nc-sa/4.0
Copyright (c) 2024 Ines Weber, Franz Keplinger, Benedict Schöning, Klara Csiszar https://creativecommons.org/licenses/by-nc-sa/4.0
Copyright (c) 2024 Emmerich Boxhofer, Martin Kramer, Alfred Weinberger https://creativecommons.org/licenses/by-nc-sa/4.0
Online teaching put to the test. Well-founded rhythmization of teaching in elementary education based on the ITP project in primary teacher education
This article presents an evaluation study that focuses on domain-specific aspects of blended learning formats in university teaching. As an example, a subject-didactic planning seminar in primary school teaching was empirically accompanied over two waves at the University College of Teacher Education of the Diocese of Linz. Due to the subject-specific blended learning design with included synchronous coaching structure, a qualitative approach was chosen to answer the research questions. The study should first clarify the viable relationship between digital teaching formats and complex tasks so that a subjective learning gain in terms of extended planning skills is perceived by primary school students and individual learning progress is assessed as positive. The data were collected by means of group discussions (nA1=19; nB1=18; nC1=15) and five prestructured focus group interviews (nA2=10; nB2=9; nC2=8; nD2=4; nE2=5). Findings on students' perceptions regarding the timing of teaching formats, teaching quality and individual skill development are analyzed and discussed. Assessments for future conceptualizations of a meaningfully rhythmic online teaching are given and should be read as impulses to stimulate a progressive discourse on blended learning formats in higher education.
Blended Learning, Planungskompetenzen, Lehrer:innenbildung, Sachunterricht, Coaching, Lernprozessbegleitung
Copyright (c) 2024 Doris Neubauer-Hametner, Astrid Huber https://creativecommons.org/licenses/by-nc-sa/4.0
Structural theory aspects of reflective practice in professional teaching activities
From a professional theory perspective, the teaching profession is constitutively linked to reflection in order to be able to meet the multitude of challenges. To achieve this, training requires the teaching of theoretical fundamentals and reflection techniques as well as suitable formats in which practical cases can be worked on reflexively under theoretical guidance. The aim of such a relationship between theory and practice is to promote the ability to work scientifically and to develop a research-oriented attitude. This article focuses on non-subject and topic-specific action problems that structure the pedagogical actions of teachers and can be processed casuistically. As a theoretical basis, the concept of profession is presented from the perspective of the structural theory approach, thereby justifying the need for the ability to reflect. Based on this, two aspects for professional reflective practice are generated, which can serve as foils for framing a reflection process by practitioners. On the one hand, these are the constitutive antinomies in teachers' actions and, on the other hand, the working alliances between teachers and learners, which are derived from a structural theory perspective. A proposed definition of professional reflection and the deconstructive reflection model are then presented. As a central element of professional qualification, theory-driven reflection should analyze practical school experiences using a structured reflection model with the aim of explicating viable alternative courses of action. In the final example of a practical school reflection, the case of a student is presented casuistically and the entanglements in antinomies and problematic working alliances inherent in the case are worked out from a structural theory perspective. Such a reflexive encounter of problematic teacher-student relationships is particularly suitable for the development of a pedagogical habitus.
Structural theoretical professional approach
Copyright (c) 2024 Verena Hainschink https://creativecommons.org/licenses/by-nc-sa/4.0
Democracy education in Upper Austrian schools
Teachers are seen as key players in the process of democracy education (Schneider & Gerold, 2018, p.6). In light of this, the present replication study "Democracy Education at Upper Austrian Schools" by the University College of Teacher Education of the Diocese of Linz examines the current state of democracy education from the perspective of Upper Austrian teachers. The assessment of the teaching culture can generally be assessed as conducive to democracy, although improvements could be initiated in the teaching of democratic skills, the use of various democracy education formats and the treatment of topics that promote democracy. The results of the study indicate that the competence profile and self-efficacy experiences of teachers are decisive for how strongly democracy education is anchored in schools. It is emphasized that time restrictions or school bureaucratic requirements do not necessarily limit teachers' scope for action in this area. Furthermore, it is argued that strengthening democracy education in schools requires teachers to receive more training and qualifications. Not only university teacher training institutions play a role here, but also further education and training courses at teacher training colleges and civil society actors such as NGOs. The development of new qualification programs should therefore take place in a broad social context in order to give impetus to the current discussions on democracy education and to support teachers in their central role as mediators of democratic values and skills.
Copyright (c) 2024 Wolfgang Bilewicz, Emmerich Boxhofer, Karlheinz Heimberger, Bernadette Hörmann https://creativecommons.org/licenses/by-nc-sa/4.0
Design and realisation of a virtual blended learning course for primary school teacher training
As part of the "HoFo meets PHforscht" study day at the Private University College of Teacher Education of the Diocese of Linz on the topic of "Blended learning in teacher training (initial, further and continuing education), the concept of a course for primary school teacher training was presented, which is designed as a blended learning event with synchronous and asynchronous phases. There is a particular focus on diversity-sensitive university teaching, cooperative and self-organised as well as sustainable learning. Feedback shows that the variety of methods, flexibility in terms of time and location and individualisation in particular have contributed to the success of this virtual blended learning course.
Copyright (c) 2024 Petra Traxler https://creativecommons.org/licenses/by-nc-sa/4.0
An der Schnittstelle von bildender Kunst und Theater
The article addresses the interdisciplinary connection between art and theater education. From the perspective of aesthetic education, the authors attempt to create a meaningful connection between the two fields, which they first develop theoretically and then illustrate using a practical example. The example itself was developed as part of the international Erasmus project ACIIS - Academy for creative, innovative and inclusive schools.
Copyright (c) 2024 Alexander Hoffelner, Rolf Laven https://creativecommons.org/licenses/by-nc-sa/4.0
EFL interaction in face-to-face versus synchronous computer-mediated communication settings
Interaction, a central construct in EFL teaching (Huth, 2021), has gained momentum in post-COVID online interactional contexts, in particular for face-to-face (FTF) versus synchronous computer mediated communication (SCMC, Aubrey & Philpott, 2023; Berglund, 2009; Kim, 2014; Loewen & Sato, 2018; Ziegler, 2016; Zou & Jin, 2021). The present exploratory study investigated these two contexts with regard to the interactional components willingness to communicate (WTC), communicative self-confidence (CSC), and frequency of language use (FE) in Austrian student teachers, partly replicating Darasawang and Reinders (2021). Using a parallel convergent mixed-methods design (Creswell & Pla­no Clark, 2006), quantitative and qualitative data were collected from 58 student teachers after exposure to both contexts in two CLIL-based courses. An online survey with 21 items explored in how far interactional context affected WTC, CSC, and FE quantitatively. The qualitative study, using two open questions for each component, explored students’ perceptions and explanations of potential interactional differences. Quantitative data were analysed using cumulative link mixed models, qualitative data underwent computer-assisted (MAXQDA) content analysis. Data triangulation revealed partly inconsistent results. On the one hand, there were overall negative effects for SCMC, with explanations including contextual and linguistic factors for CSC and pedagogical reasons for FE. Likewise, students reported higher WTC in FTF, and argued for this with interactional and technology-related reasons. On the other hand, CSC remained inconclusive as to its anxiety component. We interpreted these results with regard to current challenges of post-COVID EFL teacher education in Austria.
Copyright (c) 2024 Gudrun Keplinger, Harald Spann, Thomas Wagner https://creativecommons.org/licenses/by-nc-sa/4.0
Digitality is changing reading and writing. The starting point of this article is the question of how we should react to these changes from an academic and a school perspective and what challenges we have to face. It presents theses for discussion that, on the one hand, concern the development of reading and writing and, on the other hand, relate to the functions of reading and writing in learning processes. After the theses have been justified, the consequences for educational processes are analysed and suggestions for teaching practice are presented.
Copyright (c) 2024 Michael Rödel https://creativecommons.org/licenses/by-nc-sa/4.0
The STEPS concept: School site-related development, professionalization and school quality
At the University College of Teacher Education Tyrol, the location-related needs of schools are managed using the STEPS concept. This concept enables processes to be structured, the needs of all stakeholders to be coordinated in the best possible way and the impact of teacher training to be increased. The five-stage STEPS concept corresponds to the impact objectives and management processes of the pedagogy package and supports the participatory development of locations at various levels of action. Based on a classic PDCA cycle, school locations are provided with information and tools for the sustainable planning and implementation of further training events for location development on the website of the University College of Teacher Education Tyrol. The attractiveness and effectiveness of school site-related teacher training was examined as part of a research project at the University College of Teacher Education, and the results are presented and discussed. The effectiveness was examined on the basis of evaluation data and as part of a research project. The results were analyzed on several levels and correlations were presented.
Copyright (c) 2024 Claudia Mair, Birgit Heidegger https://creativecommons.org/licenses/by-nc-sa/4.0
The research project Ko:KiS (duration: 02/2021-10/2022) aims to make visible the current structures and framework conditions regarding the cooperation of kindergarten and school in the province of Upper Austria and to formulate structural, legal and pedagogical conclusions with the active participation of all stakeholders (elementary and primary educators, parents, children, educational policy and pedagogical decision-makers). The first result of an online survey of more than 500 elementary and primary educators shows that the willingness and commitment to collaboration among the respondents tends to be high and is also pushed by superiors. More than half of the respondents are satisfied with the standardized developmental screenings and tests that have already been implemented. At the same time, it seems paradoxical that 69% of the teachers and 93% of the elementary teachers are not convinced that school readiness can be assessed selectively on one day.
Copyright (c) 2024 Barbara Fageth, Petra Vollmann https://creativecommons.org/licenses/by-nc-sa/4.0
Holistic personality development as a contribution to professionalization and professional identity formation using the example of the University College of Education of the Diocese Linz
Using the University College of Education of the Diocese of Linz as an example, this article shows how professional theoretical knowledge from the areas of psychotherapy and supervision at an institution is transferred into the training of teachers and implemented there to guide action with a view to holistic personality development, professionalization and professional identity formation. The aim is to document a historical development in outline and to present existing concepts argumentatively and with reference to relevant positions. In an outlook, possibilities for a differentiated further development of existing concepts as well as desiderata for accompanying evaluative research are discussed.
Persönlichkeitsbildung, Professionalisierung, Pädagogik und Supervision, Pädagogik und Psychotherapie
Copyright (c) 2024 Martin Themeßl-Huber, Ute Vogl, Katharina Fischer https://creativecommons.org/licenses/by-nc-sa/4.0
The collection and analysis of absenteeism in vocational schools as a contribution to the prevention of dropping out of education?
Approximately 17% of apprentices in Austria do not complete their vocational training. Dropping out of education is associated with numerous personal disadvantages for those affected and high costs for society. Efforts should be made to counteract this. An indication of dropping out of education can be absenteeism from school. Accurate records of absences and subsequent educational diagnostics in schools are recommended. This way, teachers can become aware of at-risk students and implement appropriate prevention and intervention measures. Existing literature on school absenteeism often focuses on full-time schools. In dual education, the vocational school is only one of two learning venues. Students there are either in part-time or block teaching, primarily in what is known as course-based schooling in Austria. In the latter case, students only attend school once a year for a block of 9-10 weeks. The question arises as to how vocational school teachers monitor absences under these conditions. This work provides insights into a survey as the first phase of an action research project on how absenteeism is currently collected and analyzed at vocational schools in Upper Austria.
Copyright (c) 2024 Anita Weissinger-Lusenberger, Marianne Schedlberger, Karin Heinrichs https://creativecommons.org/licenses/by-nc-sa/4.0