Three types of student teachers on their path to professionalism: a grounded theory study of biology practicum reflections
Tres tipos de estudiantes de magisterio en camino hacia la profesionalidad: un estudio de teoría fundamentada sobre reflexiones en prácticas de biología
Três tipos de professores estagiários no seu caminho para o profissionalismo: um estudo de teoria fundamentada sobre reflexões práticas de biologia
Mario Schmiedebach 1,
1 Bielefeld University (Germany)
|
Fecha de recepción: 06/12/2025 |
Fecha de aceptación: 13/02/2026 |
Fecha de publicación: 30/06/2026 |
Abstract
This qualitative study examines how biology student teachers in the "Biology for Everyone" project enact professional behaviour in international classes through reflection diaries. Drawing on structural and competence-based approaches to teacher professionalism, data were analysed using the Grounded Theory Method. Seven core dimensions emerged: problem treatment, emotional experience, didactic processing, learner group analysis, self-perception, lesson outcome, and insights gained. Three ideal types of student teachers were reconstructed. The Disoriented type clings rigidly to lesson plans despite recognising learner heterogeneity; the Classical type flexibly adapts teaching in action and reflects deeply on improvements; the Avoidant type attributes persistent comprehension problems to contextual constraints without developing concrete didactic solutions. The article discusses these types in relation to teacher professionalism models and provides implications for practicum design in biology teacher education.
Keywords
Teacher professionalism, practicum, reflection, grounded theory, biology education, student teachers, professionalization.
Resumen
Este estudio cualitativo analiza, mediante diarios de reflexión, la actuación profesional de estudiantes de magisterio del proyecto "Biología para Todos" en clases internacionales. Empleando la Teoría Fundamentada y enfoques de profesionalidad docente, emergieron siete dimensiones de la práctica: tratamiento de problemas, experiencia emocional, procesamiento didáctico, análisis del alumnado, autopercepción, resultados de la lección y conclusiones. La investigación reconstruye tres perfiles de futuros docentes. Desorientado: Se aferra rígidamente a su planificación inicial, sin lograr adaptarse en la práctica a la heterogeneidad del alumnado. Clásico: Adapta su enseñanza de forma flexible durante la acción y reflexiona profundamente sobre estrategias de mejora. Evasivo: Justifica los problemas de comprensión basándose en las restricciones del contexto, sin llegar a proponer soluciones didácticas concretas. Finalmente, el artículo vincula estos tipos con los modelos de profesionalidad docente, ofreciendo implicaciones directas para mejorar el diseño del prácticum en la formación de profesores de biología.
Palabras claves
Profesionalidad docente, prácticum, reflexión, teoría fundamentada, educación en biología, estudiantes de magisterio.
Resumo
Este estudo qualitativo examina, através de diários de reflexão, a atuação de mestrandos em biologia do projeto “Biologia para Todos” em aulas internacionais. Utilizando a Teoria Fundamentada e modelos de profissionalidade docente, identificaram-se sete dimensões da prática: tratamento de problemas, experiência emocional, processamento didático, análise discente, autopercepção, resultados da aula e conclusões. A análise revelou três perfis de futuros professores. Desorientado: Segue rigidamente o plano de aula, não se adaptando à heterogeneidade dos alunos. Clássico: Adapta-se com flexibilidade ao ensino prático e reflete profundamente sobre estratégias de melhoria. Evasivo: Atribui as dificuldades de compreensão ao contexto externo, sem desenvolver soluções didáticas concretas. O artigo relaciona estes perfis com o profissionalismo docente, oferecendo recomendações práticas fundamentais para otimizar o design dos estágios na formação de professores de biologia.
Palavras-chave
Profissionalismo docente, estágio, reflexão, teoria fundamentada, ensino da biologia, estudantes de magistério.
1. Introduction
Questions of teacher professionalism and competence development are central to debates on teacher education (Terhart, 2011). Teacher education programmes are expected to foster not only subject-matter and pedagogical content knowledge, but also the capacity to connect theory and practice, to handle classroom contingencies and to reflect on one's own actions in a productive way (Graus et al., 2022). Recent reviews confirm reflection's enduring role in addressing social dimensions of teacher education, particularly in diverse settings (Natsiou & Tsitouridou, 2025). Structural approaches to professionalism (Oevermann, 2008; Helsper, 2011) emphasise teachers' handling of structural antinomies and crisis-laden situations, whereas competence-based models (Baumert & Kunter, 2006; Terhart, 2014; Kosmanou & Vassilaki, 2023) translate professional demands into domains and standards for teacher education and practice.
Against this background, the school practicum represents a pivotal setting where student teachers must begin to enact professional behaviour in real classrooms. Especially in linguistically heterogeneous "international classes”, (student) teachers are challenged to integrate subject-specific goals with language-sensitive instruction and to respond flexibly to unforeseen problems (Schmiedebach & Wegner, 2018a). Those “international classes” in Germany are designed to support recently immigrated students with limited German proficiency before they transition into regular classes (Schmiedebach & Wegner, 2019).
The study presented here examines how biology student teachers in the practicum describe, interpret and cope with such challenges in their reflection diaries. Rather than measuring predefined competencies, the aim is to reconstruct types of professional (and unprofessional) action patterns emerging from the students' own accounts. In this way, the article seeks to illuminate early trajectories of professionalisation and to inform the design of practicum-related support in teacher education.
The guiding research questions are: (1) How do biology student teachers describe and process lesson-related problems during their practicum in international classes? (2) Which dimensions of professionalism become visible in their reflections? (3) Which ideal types of student teachers on the way into the profession can be reconstructed from these patterns?
2. Theoretical Framework
2.1. Teacher professionalism: structural and competence-based perspectives
The concept of professionalism in teaching has evolved considerably over recent decades (Terhart, 2011; Muchnik-Rozanov & Tsybulsky, 2019). The structural approach, particularly in the work of Oevermann (2008) and Helsper (2011), conceptualises professional action as the handling of clients' crises and as the balancing of structural antinomies (e.g. proximity vs. distance, organisation vs. interaction, autonomy vs. heteronomy). Professional competence is not primarily defined by standardised procedures, but by the ability to interpret singular situations, apply theoretical knowledge flexibly and maintain pupils' somato-psycho-social integrity under conditions that cannot be fully standardised (Oevermann, 2008).
In contrast, competence-based approaches attempt to specify the knowledge, skills and dispositions that enable effective teaching (Baumert & Kunter, 2006). Building on this work, the German Conference of the Ministers of Education and Cultural Affairs (Kultusministerkonferenz, KMK) formulated ten competency fields for teacher education, structured around the domains of teaching, educating, assessing and innovating (KMK, 2004). These standards encompass, among others, the planning and execution of instruction adapted to learner heterogeneity, fostering motivation and self-regulated learning, supporting students' development, diagnosing learning progress, and engaging in continuous professional development.
The EPIK model (Entwicklung von Professionalität im internationalen Kontext, Developing professionalisation within the international context) complements the KMK standards by focusing on five "domains" that link individual competencies with structural conditions: professional awareness, reflection and discourse capability, differentiation competence, collegiality and personal mastery (Schratz, 2008). The latter emphasises the creative, reflective application of knowledge in complex situations and the willingness to continue developing one's expertise.
Both perspectives share the view that teacher professionalism is a never-completed process that combines knowledge, action and reflection (Helsper, 2011). For the present study, they provide profound concepts to interpret student teachers' descriptions of lesson situations and their own role within them.
2.2. Professional knowledge in biology education and language-sensitive instruction
Within subject-specific didactics, professional knowledge is often differentiated into content knowledge, pedagogical content knowledge and general pedagogical/educational knowledge (Nerdel, 2017). For biology teaching, pedagogical content knowledge includes knowledge about typical misconceptions, about the epistemic structure of biological concepts, about the design and didactic reduction of experiments, and about appropriate representations and tasks.
Research suggests that high subject knowledge alone does not guarantee good teaching; rather, it must be transformed into learner-appropriate representations without distorting core ideas (Hattie, 2012). This requirement becomes particularly demanding in language-heterogeneous classes, where teachers must scaffold both subject learning and language development (Schmiedebach & Wegner, 2018a). Different intervention studies continue to highlight the need for pedagogical scientific language knowledge in biology for linguistically heterogeneous classes (Behling, Förtsch & Neuhaus, 2019).
The "Biology for Everyone" project at Bielefeld University, Germany, addresses precisely this challenge by implementing action-oriented and language-sensitive science instruction in international classes, following the content and language integrated learning (CLIL) approach combined with the scientific inquiry method (Schmiedebach & Wegner, 2018b; Schmiedebach et al., 2019).
3. Methodology
3.1. The "Biology for Everyone" project context
The data for this study were collected within the framework of the "Biology for Everyone" project, initiated in August 2016 at partner schools in the Ostwestfalen-Lippe region of Germany (Schmiedebach & Wegner, 2018a; Schmiedebach & Wegner, 2019). The project provides hands-on, language-sensitive science instruction for recently immigrated students enrolled in international classes. These classes follow a partially integrative model: students receive intensive German instruction and language-sensitive subject teaching in a separate class of recently immigrated students while gradually participating in regular subject lessons as their language proficiency increases (Schmiedebach & Wegner, 2019).
The science instruction within the project takes place twice weekly, totalling three hours per week, and follows four didactic pillars: action-orientation through experiments, language-sensitivity based on scaffolding principles, the scientific inquiry method, and connection to curriculum standards (Schmiedebach & Wegner, 2018a; Schmiedebach & Wegner, 2021). This approach aims to prepare students for the linguistic and methodological demands they will eventually encounter in regular science classes.
3.2. Student teacher involvement
To connect the project with teacher education, Master's students in biology education at Bielefeld University can participate in "Biology for Everyone" during their first Master's semester as part of a university seminar aiming to prepare to their school practicum in their second Master’s semester (Schmiedebach & Wegner, 2021). The student teachers' involvement follows a gradual release model: they begin by observing lessons conducted by experienced project staff, then assist during group work phases, progressively take on more teaching responsibilities, and ultimately plan and conduct their own lessons independently. Throughout this process, they work alongside an experienced project teacher and receive continuous feedback.
This structure provides student teachers with authentic teaching experiences in a particularly challenging classroom context – characterised by high linguistic heterogeneity, varying educational backgrounds, and the need for extensive didactic adaptation – while ensuring appropriate scaffolding and support during their initial teaching attempts.
3.3. Data collection: reflection diaries
Data were collected through reflection diaries that student teachers completed as part of their practicum requirements. These diaries covered three phases: (1) expectations and goals prior to the practicum, (2) observations of lessons taught by experienced teachers, and (3) reflections on their own lessons, including a final overall reflection. For the present study, only the third phase – reflections on one's own teaching and the concluding reflections – was analysed, as this material most directly reveals the students' handling of professional demands.
Reflection diaries are an established method for fostering metacognitive awareness and professional development in teacher education (Nückles et al., 2009; Muchnik-Rozanov & Tsybulsky, 2019; Graus et al., 2022; Kaldi & Zafeiri, 2023). They allow student teachers to build distance from their actions and identify areas for improvement, thereby supporting the development of reflection and discourse capability as emphasised in the EPIK model (Schratz, 2008).
3.4. Sampling and theoretical sampling
In line with the Grounded Theory Method, theoretical sampling was employed (Glaser & Strauss, 2010). In total, 15 students participated in this practicum, of whom 10 submitted a complete reflection diary and gave their consent for their data to be used for research purposes. Initial readings of the full pool of reflection diaries focused on identifying cases with pronounced lesson problems and rich descriptions of problem handling. On this basis, three cases were selected that offered strong contrasts in terms of how student teachers described and reacted to difficulties in their own teaching.
The sampling strategy deliberately focused on "borderline" or "extreme" cases to map the outer edges of possible patterns of professional behaviour among student teachers in this context (Strauss & Corbin, 1996). The resulting types are therefore not intended as statistically representative but as analytically useful constructs that delineate a conceptual space of early professionalisation.
3.5. Data analysis: Grounded Theory Method
Data analysis followed Strauss and Corbin's (1996) variant of the Grounded Theory Method, characterised by a cyclic alternation of data collection, coding and conceptual development. Three main coding procedures were applied:
Open coding involved a line-by-line analysis of the diary passages to identify relevant phenomena (Strauss & Corbin, 1996). Codes were either constructed by the researcher (e.g. "deviating from lesson plan", "spontaneous reorganisation") or taken directly from the data as in vivo codes (Manning, 2017). During this phase, memos were written to capture emerging ideas, questions and tentative connections.
Axial coding then related the emerging categories to one another using Strauss and Corbin's (1996) coding paradigm of conditions, context, strategies and consequences. For example, "misjudgement of learner abilities" could be linked as a causal condition to "stagnation of lesson progression", while "spontaneous change of lesson structure" would be coded as a strategy and "goal-oriented lesson outcome" as a consequence.
Selective coding finally integrated the categories into higher-level core categories and led to the reconstruction of ideal types. Across the three cases, seven core dimensions emerged that structured the comparison: (1) problem treatment, (2) emotional experience during teaching, (3) didactic processing of content and methods, (4) learner group analysis, (5) self-perception as a (future) teacher, (6) lesson outcome, and (7) type of insights formulated in the reflection.
3.6. Quality critera
To enhance intersubjective traceability, the full coding material was documented in detail. In addition, a peer debriefing and coder triangulation step was implemented: after an initial round of coding by the first researcher, the developed coding scheme was independently applied to the reflection diaries by a second researcher, and the two subsequently compared and discussed their results to refine categories and resolve discrepancies. This procedure, alongside the use of an established, codified method (Grounded Theory Method), contributes to methodological transparency (Equit & Hohage, 2016). Empirical grounding was ensured by systematically linking all conceptualisations to concrete text evidence and by repeatedly returning to the data during memo-writing and recoding (Steinke, 2000).
The study is limited by the small number of cases and by the focus on extreme or borderline types. The resulting typology therefore delineates a conceptual field rather than providing a complete taxonomy of student teachers. Moreover, the exclusive reliance on written reflections means that the analysis captures students' self-presentations and interpretations, not direct classroom observations (Heise, 2018).
4. Results: Three Types of Student Teachers
4.1. Overview of the three types
Across the three analysed cases, a common problem background became visible: all student teachers taught biology in international classes within the "Biology for Everyone" project and encountered considerable difficulties, especially with respect to time management, student comprehension and dealing with disturbances. However, they differed substantially in how they interpreted these situations, how they acted in response, and how they reflected on them afterwards. Seven core dimensions emerged as central to differentiating these patterns (Strauss & Corbin, 1996, cf. Table nº 1).
The typology can be summarised as follows: the Disoriented type correctly diagnoses learner heterogeneity but underestimates the didactic challenges, clings to the original lesson plan, experiences strong time pressure and overstrain, and draws mainly general pedagogical insights without sufficiently concrete didactic solutions. The Classical type initially misjudges students' prior knowledge and method familiarity, but recognises problems during teaching, modifies the lesson structure spontaneously, and reflects in depth on specific didactic improvements and learner diagnostics. The Avoidant type confronts persistent comprehension problems, attributes them partly to contextual constraints, changes the lesson focus in ways that sidestep the subject-matter goals, experiences frustration and temporary self-doubt, and formulates rather diffuse or context-limited insights.
Table nº 1
Overview of the three types
|
Disoriented Type |
Avoidant Type |
Classical Type |
|
Strict adherence to the lesson plan |
Spontaneous changes in the course of the lesson |
Spontaneous changes in the course of the lesson |
|
Problem treatment |
||
|
Overstrain |
Frustration |
„I was unsettled“ |
|
Emotional experience during the lesson |
||
|
Inadequate didactic reduction |
Inadequate didactic reduction |
Pupils understand the content and tasks |
|
Subject-didactic processing |
||
|
Lesson takes longer than planned |
Evasive lesson implementation |
Goal-oriented lesson implementation |
|
Lesson outcome |
||
|
Educational science-related insights |
Insights related to international classes |
Concrete suggestions for improvement |
|
Type of insights during the practicum and reflection |
||
|
Correct assessment of learning level |
Misjudgement of the learner group |
Misjudgement of single students |
|
Learner group analysis |
||
|
Misjudgement of own abilities |
Misjudgement of own abilities |
Convinced of own abilities |
|
Self-perception |
||
4.2 The Disoriented type
The Disoriented student teacher struggles primarily with time management and classroom disturbances. As causal conditions, two aspects stand out: insufficient didactic reduction of texts and tasks, and an overestimation of one's own abilities (Strauss & Corbin, 1996). Although the learner group is analysed correctly as linguistically heterogeneous and in need of adapted materials – consistent with the CLIL principles emphasised in "Biology for Everyone" (Schmiedebach & Wegner, 2018b) – this insight does not translate into adequate planning decisions.
|
“Ich bin vielleicht nicht genauer auf Nachfragen eingegangen. Ich habe während der Sitzung oft an meinen Plan denken müssen.“ |
“I may not have addressed follow-up questions in much detail. During the lesson, I often found myself thinking about my plan.” |
In terms of problem treatment, the Disoriented type adheres rigidly to the original lesson plan. Questions from pupils are only partially taken up, as the student feels rushed and strongly focused on "getting through" the planned content. This strategy leads to lessons that require significantly more time than scheduled. The lesson outcome is therefore characterised by severe time overruns and stagnation.
|
"Ich fühlte mich sehr gehetzt und überfordert. Ich wusste, dass ich alles sprachlich reduzieren musste, aber Texte, von denen ich dachte, sie seien kurz genug, stellten sich als enorm zeitintensiv dar.“ |
“I felt very rushed and overwhelmed. I knew I had to reduce everything linguistically, but texts I thought were short enough turned out to be extremely time-consuming.” |
Emotionally, the Disoriented type reports inner unrest and overstrain. The didactic processing is marked by an underestimation of the effort needed for language-sensitive material design. Texts and tasks are not reduced sufficiently in terms of language and complexity, despite the correct diagnosis of learner heterogeneity. As a result, misunderstandings and delays accumulate.
|
“Große Probleme gab es bei meinem Zeitmanagement (…) und ich hätte auch nicht gedacht, dass ich nicht so gut mit Unterrichtsstörungen umgehen kann.“ |
“I had major difficulties with time management (…) and I also did not expect that I would struggle so much with dealing with classroom disruptions.” |
Self-perception oscillates between overestimation of capabilities and subsequent recognition of planning weaknesses. Yet, this recognition does not (yet) lead to concrete alternative strategies. The type of insights formulated in the final reflection focuses mainly on general educational aspects: the importance of better time planning, more attention to text length and language, and the need to motivate all pupils through more action- and production-oriented tasks. However, these insights remain relatively global; they are not translated into detailed didactic procedures.
In sum, the Disoriented type represents student teachers who possess relevant theoretical knowledge but are not yet able to implement this knowledge in concrete lesson designs under real-time conditions.
4.3 The Classical type
The Classical student teacher encounters major comprehension problems in a lesson using stations work and experiments with living organisms (snails). Pupils are unfamiliar with the method of stations work and struggle to formulate hypotheses, which leads to stagnation in the lesson flow. The core causal condition is an overestimation of pupils' methodological and linguistic prerequisites (Strauss & Corbin, 1996).
|
“Dieses Verständigungsproblem war schwierig für mich… und auch dass den Schülern eine Stationsarbeit nicht bekannt war. Weil ich zu hohe Anforderungen an die Schüler vorausgesetzt habe, habe ich dann im Unterricht spontan auf das Aufstellen von Vermutungen verzichtet und die Stationsarbeit nicht wie ursprünglich durchgeführt, sondern mit allen gemeinsam Schritt-für-Schritt die Experimente durchgeführt.“ |
“This communication problem was difficult for me … as was the fact that the students were not familiar with station work. Because I had set the expectations too high, I decided spontaneously during the lesson to skip the formulation of hypotheses and did not carry out the station work as originally planned, but instead conducted the experiments step by step together with the whole class.” |
Unlike the Disoriented type, the Classical type responds with a spontaneous reorganisation of the lesson: the student abandons the original stations format and sequentially works through the experiments with homogeneous groups, while also omitting the hypothesis phase. This constitutes a clear deviation from the plan based on an in-situ diagnosis of the situation.
Emotionally, this is accompanied by a sense of insecurity, yet the student maintains a functioning lesson and keeps the class engaged. The lesson outcome is judged as goal-oriented despite the methodological changes. The didactic processing appears comparatively strong: experiments are used as a central biology-specific method, consistent with the action-oriented approach of "Biology for Everyone" (Schmiedebach & Wegner, 2018a).
|
“Ich war dann zuerst verunsichert. Aber am Ende der Stunde habe ich gemerkt, dass die Schüler viel Neues über Schnecken gelernt haben. Ich würde also sagen, dass ich die Schwierigkeiten richtig eingeschätzt habe und die Arbeitsaufträge durch meine spontanen Veränderungen klar formulieren konnte.“ |
“At first, I felt unsure. But by the end of the lesson, I realized that the students had learned a lot of new things about snails. I would therefore say that I assessed the difficulties correctly and was able to formulate the tasks clearly through my spontaneous adjustments.” |
Learner group analysis is initially flawed, but the student differentiates later between "knowledge level" and "learning level" and recognises the need to assess performance levels more precisely. In the self-perception, there is a clear confidence in one's own abilities, particularly with regard to explaining content and formulating work instructions.
The type of insights is markedly specific and operational: the student formulates concrete suggestions for modifying future lessons (e.g. gradual introduction of stations work, simplified hypothesis-building tasks) and reflects on the need for more intensive lesson planning (Nückles et al., 2009). The Classical type closely matches normative expectations of professionalisation in the literature: problems are recognised, analysed and used as starting points for targeted improvement.
4.4 The Avoidant type
The Avoidant student teacher faces persistent comprehension problems among pupils, especially in abstract topics such as cell biology. As causal conditions, the reflection mentions insufficient didactic reduction, misjudgements of pupils' abilities, and the inherently high level of abstraction of the topic.
|
“Obwohl ich mir sicher war die Inhalte stark reduziert zu haben haben die Schüler die Inhalte und Zusammenhänge gar nicht verstanden. Aber im Bereich der Zellbiologie ist das Abstraktionslevel einfach auch sehr anspruchsvoll für die Schüler.“ |
“Even though I was sure I had simplified the content a lot, the students did not understand the material or the connections at all. But in the area of cell biology, the level of abstraction is simply very demanding for the students.” |
In contrast to the Classical type, however, the Avoidant type attributes a considerable share of responsibility to contextual conditions: small and fluctuating group sizes, high heterogeneity, and the general difficulty of the subject matter are foregrounded. These elements function partly as external explanations for the problems encountered.
Regarding problem treatment, the student does make spontaneous changes to the lesson: content progression is slowed or suspended in favour of work on language issues and comprehension questions. This leads to an "alternative lesson outcome", in which original content goals are not achieved, but some progress in language and understanding is reported. Nevertheless, the lesson is described as stagnating in terms of substantive advancement.
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“Ich war ein wenig frustriert, weil die Schüler Inhalte und Zusammenhänge gar nicht verstanden. Da macht man sich Gedanken, ob es an einem selbst liegt. Aber die Gedanken vergingen jedoch nach meiner Reflexion wieder. Ich kam im Unterricht zwar inhaltlich nicht weiter, aber die Schüler haben sprachlich bestimmt trotzdem was gelernt. Es wurde also einfach ein anderes Ziel am Ende erreicht.“ |
“I was a bit frustrated because the students did not understand the material or the connections at all. You start wondering whether it’s your own fault. However, those thoughts faded after I reflected on the lesson. Although I didn’t make progress content-wise, the students still learned something linguistically. So in the end, a different goal was achieved.” |
Emotionally, the type is characterised by frustration and phases of self-doubt, which are then relativised again. The reflection oscillates between self-criticism and reassurance. The didactic processing remains insufficient; the student does not develop detailed strategies for language-sensitive reduction of complex biological content – despite the scaffolding principles central to the "Biology for Everyone" approach (Schmiedebach & Wegner, 2018b).
Learner group analysis improves over time in the sense that the student recognises different learner types and performance levels. Yet, this knowledge is not systematically translated into differentiated planning. With respect to self-perception, there is evidence of overestimating one's own didactic reduction capabilities and, simultaneously, of externalising responsibility when these prove inadequate. The type of insights focuses mainly on the specific context of international classes and on the importance of shifting the focus from covering planned content to responding to pupils' needs.
Overall, the Avoidant type represents student teachers who are affected by lesson problems and partially aware of their own contribution but tend to displace or relativise this awareness.
5. Discussion
5.1 Professionalism across types
Interpreted through the lens of the theoretical framework, the three types shed light on different configurations of professional knowledge, reflection and action in early practicum experiences. From a structural-theoretical viewpoint, all three confront typical antinomies of teaching. The Classical type shows the most professional handling of these tensions by flexibly altering the lesson organisation while maintaining focus on learning goals and later integrating these experiences into explicit learning for the future (Terhart, 2011). The Disoriented type instead clings to organisational structures at the expense of interaction and responsiveness, while the Avoidant type overemphasises contextual constraints and shifts away from content goals when interaction difficulties arise
5.2 The Disoriented type in terms of professionalism
From the perspective of the KMK competence fields and the EPIK domains, the Disoriented type shows central weaknesses in self-perception and didactic processing of content (cf. Table nº 2). Although this student correctly assesses the learner group and thus fulfils the KMK competence of analysing learning groups, they are unable to derive an appropriately reduced and feasible lesson from this knowledge. They overestimate the suitability of texts and tasks, which leads to massive time problems and stagnation in lesson progression. In terms of EPIK, this points to an underdeveloped differentiation competence, as the student teacher does not succeed in transforming their awareness of heterogeneity into concrete adaptive teaching decisions. At the same time, the classroom management remains largely reactive and unimaginative; disruptions are tolerated for too long and no alternative strategies are developed, which suggests that personal mastery has not yet been achieved and that the KMK competence related to supporting and guiding students is only weakly developed.
On the other hand, the use of pictures and videos as support for understanding indicates a basic level of educational and didactic knowledge. However, this potential is not systematically exploited, as the lesson still fails to progress in a goal-oriented way. The Disoriented type also struggles to balance organisation and interaction: they cling rigidly to the original lesson plan, feel rushed and distracted by time pressure, and are therefore unable to respond adequately to pupils’ questions and needs. In this respect, they do not yet cope productively with the structural antinomy of organisation versus interaction.
A key resource of this type lies in their high degree of self-reflection. In the reflection diary, the student analyses their own shortcomings in considerable detail and formulates concrete strategies for improvement, such as more sensitive handling of text length and language complexity, additional support for subject-specific vocabulary and more action- and product-oriented tasks. In this sense, they clearly demonstrate the KMK competence of engaging in continuous professional development and the EPIK domain of reflection and discourse capability. The domains of professional awareness and collegiality remain largely ambiguous in this case, as the student does not explicitly address their professional self-understanding or cooperation with colleagues.
Table nº 2
Competence-based approach of the KMK (left) and the EPIK model (right).
|
Competence-based approach |
||||
|
|
|
Based on Standing Conference of the Ministers of Education and Cultural Affairs (KMK) |
Based on Development of Professionalism in an International Context (EPIK) |
|
|
|
Unterrichten |
First Competence (Designing and implementing instruction adapted to learner heterogeneity) |
|
|
|
|
Second Competence (Fostering student motivation) |
Professional awareness Perceiving oneself as an expert |
|
|
|
|
Third Competence (Promoting independent and self-regulated learning) |
Reflection and discourse capability Sharing knowledge and expertise |
|
|
|
|
Erziehen |
Fourth Competence (Identifying performance heterogeneity and dealing with it appropriately) |
Differentiation competence Dealing with major and minor differences |
|
|
|
Fith Competence (Fostering autonomous action and diverse thinking) |
Collegiality The productivity of cooperation |
|
|
|
|
Sixth Competence (Ability to prevent and resolve conflicts) |
Personal Mastery The power of expertise |
|
|
|
|
Beurteilen |
Seventh Competence (Ability to analyse learner groups) |
|
|
|
|
Innovieren |
Ninth Competence (Awareness of working in a public domain and acting collegially) |
||
|
|
Tenth Competence (Capacity for reflection and commitment to lifelong professional learning) |
|||
Note Similar competence areas are marked in matching colours. For each category, it was assessed to what extent the mentioned competencies are present or developed based on the reflection diaries with green = present, yellow = partially present, red = not present, and colourless = insufficient information.
5.3 The Classical type in terms of professionalism
The Classical type is, overall, the most advanced in terms of professional development (cf. Table nº 3). The main problems encountered concern comprehension difficulties and overly demanding expectations, particularly due to planning that is implicitly oriented towards a regular, monolingual class. This reveals weaknesses in the core competence of learner group analysis and, consequently, in differentiation competence: the student underestimates the specific linguistic and methodological needs of an international class and initially fails to anticipate that stations work and hypothesis formation will overwhelm the learners.
At the same time, the Classical type displays a remarkably strong configuration of professional characteristics. Despite insecurity in the critical situation, the student deviates from the original plan, reorganises the lesson structure and still leads the class to a meaningful learning outcome. This flexible adaptation in action expresses a pronounced personal mastery and a high level of professional awareness: the student teacher trusts their own expertise, recognises the limits of the original design and takes responsibility for steering the lesson towards the intended goals. In terms of KMK, the competences of planning and adapting instruction to heterogeneity and of motivating learners through action-oriented approaches are clearly visible.
Particularly striking is the quality of reflection. The Classical type not only names problems precisely – for example, the missing introduction of stations work or the excessive demands in hypothesis formulation – but also develops specific, actionable solutions for future lessons. They propose stepwise introduction of new methods, adjusted task formats and a modified use of the scientific inquiry cycle. This pattern evidences a high level of reflection and discourse capability in the sense of EPIK, as well as the KMK competence of continuous professional learning and innovation. Although a detailed assessment of subject-specific professional knowledge is beyond the scope of this study, the student’s didactic decisions and their spontaneous, goal-oriented restructuring suggest a solid basis of professional knowledge in biology education, particularly regarding the use of experiments and the inquiry approach. Similar to the Disoriented type, collegiality remains largely invisible in the written reflections, even though it cannot be ruled out.
Table nº 3.
Competence-based approach of the KMK (left) and the EPIK model (right).
|
Competence-based approach |
||||
|
|
|
Based on Standing Conference of the Ministers of Education and Cultural Affairs (KMK) |
Based on Development of Professionalism in an International Context (EPIK) |
|
|
|
Teaching |
First Competence (Designing and implementing instruction adapted to learner heterogeneity) |
|
|
|
|
Second Competence (Fostering student motivation) |
Professional awareness Perceiving oneself as an expert |
|
|
|
|
Third Competence (Promoting independent and self-regulated learning) |
Reflection and discourse capability Sharing knowledge and expertise |
|
|
|
|
Educating |
Fourth Competence (Identifying performance heterogeneity and dealing with it appropriately) |
Differentiation competence Dealing with major and minor differences |
|
|
|
Fith Competence (Fostering autonomous action and diverse thinking) |
Collegiality The productivity of cooperation |
|
|
|
|
Sixth Competence (Ability to prevent and resolve conflicts) |
Personal Mastery The power of expertise |
|
|
|
|
Assessing |
Seventh Competence (Ability to analyse learner groups) |
|
|
|
|
Innovieren |
Ninth Competence (Awareness of working in a public domain and acting collegially) |
||
|
|
Tenth Competence (Capacity for reflection and commitment to lifelong professional learning) |
|||
5.4 The Avoidant type in terms of professionalism
For the Avoidant type (cf. Table nº 4), central lesson problems arise from persistent comprehension difficulties, which are closely linked to self-perception and the didactic preparation of content. The student teacher believes that the material has been strongly simplified but still reports that many students do not understand the concepts. This discrepancy indicates that they are not yet able to prepare subject matter appropriately for this specific context, which again points to a limited personal mastery: knowledge is present but cannot be effectively translated into language-sensitive, conceptually accessible teaching.
Emotionally, the Avoidant type responds with frustration and tends to externalise responsibility. In the reflection diary, contextual factors such as the high level of abstraction in cell biology, small and fluctuating group sizes or the general difficulty of the content are repeatedly emphasised. This framing is unique among the cases and suggests a relatively weak reflection and discourse capability: rather than critically examining their own planning and decision-making, the student tends to attribute problems to the conditions of the setting. Correspondingly, the KMK competence of reflective practice and self-directed professional development appears only rudimentarily developed, as improvement intentions remain general and are not concretised into specific didactic changes.
The analysis of the learner group is also inconsistent. On the one hand, the student teacher underestimates the pupils’ abilities and later recognises that even more silent and introverted students have better language proficiency and understanding than assumed. This points to deficits in diagnostic competence and in the KMK competence of assessing learning progress. On the other hand, there are clear attempts at differentiation during work phases, in which the student teacher works more intensively with individual pupils and provides targeted support. In this respect, elements of differentiation competence are visible, even if they are not yet systematically embedded in planning.
A positive aspect is the explicit reference to cooperation with colleagues: the Avoidant type mentions that exchange and joint reflection with other teachers lead to better results. Here, the EPIK domain of collegiality becomes tangible as a resource for coping with lesson difficulties. However, the student still struggles with the antinomy of organisation versus interaction and with aligning theoretical ideas about reduction and support with the realities of the classroom. Overall, the Avoidant type shows a fragile configuration of professional competences: some beginnings of differentiation and collegiality, but clear weaknesses in personal mastery, diagnostic competence and reflective integration, which raises questions about the conditions under which further professional development can occur.
Table nº 4.
Competence-based approach of the KMK (left) and the EPIK model (right)
|
Competence-based approach |
||||
|
|
|
Based on Standing Conference of the Ministers of Education and Cultural Affairs (KMK) |
Based on Development of Professionalism in an International Context (EPIK) |
|
|
|
Unterrichten |
First Competence (Designing and implementing instruction adapted to learner heterogeneity) |
|
|
|
|
Second Competence (Fostering student motivation) |
Professional awareness Perceiving oneself as an expert |
|
|
|
|
Third Competence (Promoting independent and self-regulated learning) |
Reflection and discourse capability Sharing knowledge and expertise |
|
|
|
|
Erziehen |
Fourth Competence (Identifying performance heterogeneity and dealing with it appropriately) |
Differentiation competence Dealing with major and minor differences |
|
|
|
Fith Competence (Fostering autonomous action and diverse thinking) |
Collegiality The productivity of cooperation |
|
|
|
|
Sixth Competence (Ability to prevent and resolve conflicts) |
Personal Mastery The power of expertise |
|
|
|
|
Beurteilen |
Seventh Competence (Ability to analyse learner groups) |
|
|
|
|
Innovieren |
Ninth Competence (Awareness of working in a public domain and acting collegially) |
||
|
|
Tenth Competence (Capacity for reflection and commitment to lifelong professional learning) |
|||
5.5 Implications for practicum design
The typology has several implications for supporting student teachers during practicum, particularly in biology and in international classes (Schmiedebach & Wegner, 2018b).
For Disoriented-type students, scaffolding should focus on bridging the theory–practice gap in planning. Structured planning tools that explicitly connect learner analysis, didactic reduction and time management can help, as can guided pre-lesson discussions of potential problems and alternative pathways. Developing small repertoires of contingency strategies may reduce the tendency to cling rigidly to the plan.
For Classical-type students, the priority is to consolidate and extend existing strengths. Opportunities for deeper engagement with diagnostic procedures, with the scientific inquiry process in language-sensitive contexts, and with peer feedback can support further development of reflection and personal mastery.
For Avoidant-type students, interventions might focus on strengthening reflection and discourse capability and on shifting the explanatory balance from external to internal, modifiable factors (Schratz, 2008). Collegial mentoring that normalises difficulties, frames errors as learning opportunities and jointly identifies concrete didactic alternatives can support a more constructive stance toward problems.
Across all types, the gradual release model employed in "Biology for Everyone" – moving from observation through assisted teaching to independent instruction (Schmiedebach & Wegner, 2021) – provides a supportive structure for developing professional competencies. However, the quality of reflection varies considerably, illustrating the need for explicit training in reflective writing and for structured feedback on reflection products (Nückles et al., 2009).
6. Conclusions
This study has shown that even within a small group of biology student teachers participating in the "Biology for Everyone" project, markedly different trajectories of early professionalisation can be identified. The three reconstructed types – Disoriented, Classical and Avoidant – highlight how variations in didactic processing, learner group analysis, self-perception and reflection shape the handling of practicum challenges.
The Classical type comes closest to normative conceptions of professionalism, demonstrating that even at an early stage, student teachers can develop patterns of practice that integrate subject-specific methods, adaptive decision-making and reflective learning from experience (Helsper, 2011). At the same time, the Disoriented and Avoidant types illustrate common pitfalls: rigid adherence to plans without adaptive implementation of knowledge, and the displacement of responsibility onto contextual factors without sufficiently concrete didactic solutions.
For teacher education, these findings underline the importance of designing practicum support that explicitly targets the link between theoretical models of professionalism and concrete lesson design in heterogeneous, language-sensitive biology classrooms. Systematically fostering high-quality reflection through guided diaries, feedback and peer discussion can help student teachers develop more robust and realistic pathways into the profession.
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