Professionalisation in the Third Phase of Teacher Training

Changing the Learning Culture Through Learning Guidance

DOI

10.2991/978-94-6239-760-6_24How to use a DOI?

Keywords

learning guidance; teacher training; professionalisation; constructivism; Education for Sustainable Development

Abstract

This paper outlines a research project on the professionalisation of teachers in the third phase of teacher training in the context of constructivist learning settings, with a particular focus on learning guidance. In view of the increasing importance of Education for Sustainable Development, students should be empowered as ‘change agents’ to implement transformative measures on their own responsibility. Teachers not only teach content, but also actively shape learning processes, which requires a new understanding of their role. Learning guidance is understood as a mode of pedagogical professionalism that goes beyond traditional teaching activities and assumes competencies such as openness to impact, tolerance of ambiguity, and a systemic approach.

The research project takes a qualitative interpretative approach, combining auto-ethnography, ethnographic field observations, and expert interviews. The aim is to analyse learning guidance from three perspectives: the researcher’s auto-ethnographic inner perspective, observed professional practices in the field, and a meta-analytical perspective. This will help to refine the terminology of learning guidance. The study, using the FREI DAY learning format as a test case, shows how teachers delegate responsibility, support self-organised projects, and promote co-creative learning processes. Against this background, the study explores how learning guidance is framed and enacted in the third phase of teacher training, and the professional attitudes and institutional conditions perceived as relevant by teachers in this context. The analysis aims to deepen our understanding of learning guidance as a multidimensional professional practice, which could inform ongoing changes in school learning cultures.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Lena Maria Kesting
PY  - 2026
DA  - 2026/08/23
TI  - Professionalisation in the Third Phase of Teacher Training
BT  - Proceedings of the Conference of Growing up the Future: Education for Sustainability (GROUFES 2026)
PB  - Atlantis Press
SP  - 277
EP  - 282
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6239-760-6_24
DO  - 10.2991/978-94-6239-760-6_24
ID  - Kesting2026
ER  -