Entwicklung der Evaluationskompetenz angehender DaF-Lehrpersonen durch Online-Tutorien

Nowadays, new technologies make it possible to cross spatial boundaries. They not only simplify communication between people, but also contribute to intercultural encounters and networking between people from different countries. Digital media have also gained importance in the context of foreign language learning. They can overcome spatial distances and serve as a vivid supplement to teaching aids and, as in e-learning, represent a space where the learner can interact with other learners, discover complex learning worlds on the Internet and present his/her work results. The research literature points to numerous advantages of Internet-supported learning, such as being completely flexible, unrestricted by time and place, and enabling the reception of up-to-date information from any conceivable location. In my master thesis I dealt with the support of writing learning processes in e-learning environments. I analysed how writing skills can be assisted by the learning platform Deutsch-Uni Online (DUO) and how the tutor (a person) accompanies learners in their writing learning process. Throughout the writing-learning process of the analysed platform, a number of phases were identified in which the sub-processes of writing production could be explained and practised in the form of component exercises. The online tutor of the examined virtual class also played a crucial role in the writing-learning process, whereby her activities, apart from providing personal guidance and encouraging learners to take responsibility for the way they work and the results of their work, included corrections of open tasks, feedback and suggestions for improving the learners' language skills. From the results of my master thesis the following basic questions emerged: Can the teaching skills of future German-language teachers also be enhanced by digital media? What contribution can an online tutorial make to the training of a teacher? How can one make online tutors out of students? Does a teletutorium contribute to an increase in the evaluation competence of prospective teachers? If so: how and to what extent? Some researchers have already dealt with the interlocking of teachers’ practical experience and online tutoring. Their research results suggest that Blended Learning and online tutors can offer learners concrete support on their way through the virtually accessible variety of materials and methods. A good example of how practical experience and tutor training are interlinked is the Giessen Electronic Internship (GeP): part of a postgraduate course in "German as a Foreign Language" (DaF), in which students use the Internet to communicate with German learners at a remote location. After an outlook on the research results collected in the GeP and in my master thesis, the following questions were raised: How can digital media help prospective German teachers to develop their teaching skills and how can e-learning enable them to accompany and support language learners in their learning process online? I then carried out a cooperation project for the development of hybrid learning forms between German students at two Brazilian federal universities and German language master students at a German university - which is the basis of the case study presented here. The objective of my study is to answer the question whether and how the teletutorium set up for the case study can contribute to or lead to a growing teaching competence within the written correction process. The present work is divided into four parts. The introductory chapter (part 2) deals with the theoretical framework of the study. First, in part 2.1, an insight into the process of conventional (foreign language) teacher training is given. Subsequently, part 2.2 summarizes the current discussion on the weaknesses and strengths of teacher training and the reform proposals for better training for prospective teachers. Subsequently, in part 2.3, the general competence models for teacher training mentioned in the literature is discussed. After looking at the most important models, I attempt to define the term "competence", and then to discuss the problem of measuring competence in the academic literature. Subchapter 2.4 is devoted both to the terminological clarification of the concept of error and the causes of errors and to the topic of written correction procedures (error detection, correction, evaluation/assessment and therapy). The third chapter focuses on the research design for the proposed study. In this part, I present the methodological concept of the present study. To this end, the research context and the research question are first discussed in subchapter 3.1, and in subchapter 3.2 the procedure and research participants of the online tutorial are presented. Following on from these findings, the fourth chapter is devoted to the evaluation of the data collected during the study. First, in subchapter 4.1, the criteria for data analysis are presented and thus it is explained how they were developed. Subsequently, part 4.2 provides a global overview of the data collected. Finally, part 4.3 deals with the more detailed analysis and evaluation of the data. It should be noted that for the analysis of the data, both the cited teaching reports and the comments written by the tutors are reproduced in the spelling of the tutors. For this reason, the errors made by the test participants were not marked with [sic!]. In chapter 5 a final discussion of the results is held, a conclusion is drawn and a short outlook is given.