Productivity as a paradox of acting as a teacher in self-regulatory situations in higher education – Results of a study experiment in teacher training

Abstract

This article questions and examines the possibilities and challenges of self-regulated learning in teacher-training programmes from the perspective of university teachers. In the following abstract, a study experiment at the Salzburg University of Education Stefan Zweig and the related empirical research are presented. In the course of this, results from the first group discussion in 2014 are discussed. In the analysis of the empirical material, it was possible to identify one phenomenon: university teachers picked out the aspect of productivity as a central theme. In this respect this aspect deserves far more attention, because in self-regulatory forms of teaching, the productive approach on both sides-university teachers as well as students-is countered in favour of a personal approach. The following, therefore, focuses on two aspects: (1) how do university teachers negotiate the subject of "productivity" in self-regulatory designed teacher training? (2) How do they see and perceive their "role" while acting as a teacher in higher education? The findings will be demonstrated on the basis of discussions about knowledge societies.