Teacher education for ethical professional practice in the 21st century pages:178-195
The focus in this contribution is the challenge to develop an efficient and effective learning environment for student teachers, especially with respect to the remote organization of assessment and the remote support of internship for students who follow a distance education program. For both aspects it is examined whether the used methodologies/approaches are in line with the perceptions of different stakeholders (students/lecturers/supervisors). The results reveal that 1) the methodology/approach used to take an exam remotely is in line with perceptions of students, but 2) not all lecturers seem to be convinced about the necessity to give students in distance education control on time, pace and place to take their exams; and they have worries about the workload. Further, the participants perceive a highly led anticipatory
reflection assignment as a good instrument to support internship remotely and it seems to be an efficient instrument to support remotely an internship of student teachers. Recommendations are restricted to some suggestions for further research on both aspects.