Supporting others' learning

The term 'supporting others' learning' describes the relationship between teachers and learners. It refers both to a pedagogical approach and to the specific actions of teachers in their interaction with learners. Within the framework of the "Hochschullernwerkstatt", students are trained for the role of 'supporting others' learning', which is often still unfamiliar to them (cf. Herrmann & Kihm 2024b). The understanding of 'supporting others' learning' in the context of "Hochschullernwerkstätten" ties in with progressive education discourses (e.g. Freinet pedagogy) and was conceptualised in the definition by VeLW (2009) as an alternative to “traditional” (school) teaching. Recommendations for action often derive the norm of “not intervening” from this (cf. Gruhn 2021). In recent years, the understanding of 'supporting others' learning' has expanded through reflection based on empirical research. According to this, the function of 'supporting others' learning' can be used or attributed reflexively as the role of lecturers and students in "Hochschullernwerkstätten" (cf. Peschel & Kihm 2020). Intensive reflection is required to professionalise this role.

The working group on terminology defines 'supporting others' learning' as follows:

• as a designer of learning arrangements that enable independent learning and offer a pedagogically and didactically sound orientation framework,
• as an observer who asks questions and provides impetus,
• as a reflection partner who provides support in the process and in observing the process, both retrospectively and prospectively.

Lead author: Franziska Herrmann & Annika Gruhn

Back to the definition of "Hochschullernwerkstatt"