Lehrforschung und mehrsprachige Arbeitskommunikation. Ein hochschuldidaktisches Konzept zur Steigerung professioneller Kompetenzen

Authors

• Ewald Reuter Universität Tampere

DOI: https://doi.org/10.70484/vakki.149257

Keywords:

Lehrforschung, mehrsprachige Arbeitskommunikation, forschendes Lernen, professionelle Kompetenzen, Hochschuldidaktik

Abstract

At present, universities around the world are facing the challenge of bridging the gap between traditional, school-like methods of academic teaching and the new paradigm of de-schooled, research-based academic teaching. According to the current reform agenda, today’s academic teaching must meet scientific and occupational purposes at the same time. Within this context, the humanities – especially foreign language philologies – are often accused of not seriously taking into account the manifold post-academic needs of their students. Taking three examples from international German philology (Germany, Russia, Finland), this article demonstrates in detail how a distinctive approach to research-based academic teaching helps to successfully achieve the intertwined goals of producing both scientific and occupational qualifications. The Germersheim online encyclopaedia of literary translators (UeLEX) (1), the RussianGerman City Guide of Volgograd (2), and alumni tracer studies carried out in Tampere, Finland (3), illustrate cases of best practice showing how students may systematically expand their scientific and occupational competences while investigating multilingual workplace communication under the guidance of their teachers. In particular, the relevance of the students’ participation in the three ‘teaching doing research’ projects in terms of maintaining their profiles on social media (e.g. LinkedIn) is highlighted. Finally, the strengths and weaknesses of the research-based academic teaching approach presented in this article are discussed critically.