Abstract:

In Berlin the teacher further education has been reformed in 2007. The central institute for teacher further education was dissolved. Following this a so-called regional teacher further education was installed in every borough of Berlin. The central idea behind this was to get a further education of teachers being both spatial and thematically near to the schools.

The new centre for teacher further education of the borough Friedrichshain-Kreuzberg works together with regional partners like the youth welfare office, agencies to support migrants etc. In addition to this the support offered by it is now demand driven in contrast so supply driven as in the old centralized institute. This was the first step to ask schools directly for their needs in teacher further education and to offer custom-fit training. Teacher further education thus became more and more a service. In addition to this the schools and teams of teachers got the offer to take part in professional learning communities (PLCs), see Bonsen/ Rolff [1]. This change of structure in the teacher further education also resulted in a different profile of qualifications oft the teacher trainers. The demand for sustainability lead to the insight that school-intern should have multiple phases. This structure should give the teams the chance to pass through a moderated process of qualifications and changes in the work procedure. The results should address the needs of the school as well as problems of daily (school) life. Parallel to this requirement the teacher trainer had to organize themselves in teams. This reflects the complexity of the multiple requirements of schools, which need qualifications a single person cannot fulfil. Meanwhile the regional teacher further education is on the way to organize competence teams grouping multiplicators for different school subjects and multiplicators for school development, see Priebe [2]. In this talk it will be described how this process was shaped and steered. Five years after implementing the new structure first results can be presented. An offer for a teacher further education, which is oriented on the demands of schools, is a prerequisite for a planning of a structured further education. The teacher trainers also had to adapt to the new situation
How the new concept for the networking of the different regional partners was achieved will also be presented.

Presently two main questions arise, which will be addressed by the teacher trainers in the next year:
1. How has the collaboration of the teams to be changed in order to avoid conflicting aims?
2. How to safeguard that collaboration becomes an aim in itself with the result that the needs of the schools get out of focus?
Out of this two questions following requests on a competence team result:
- a good coordination of the competence team,
- a singular contact person for the competence team,
- school as contracting entity for the subjects of further education,
- precise definition of the tasks,
- give and take professional feedback.
To prepare the group of teacher trainers for the tasks identified here the method of participating observation is a good possibility.

References:
[1] Bonsen, M.; Rolff., H.-G. (2006). Professionelle Lerngemeinschaften von Lehrerinnen und Lehrern., Zeitschrift für Pädagogik , 52 (2), 167–184.
[2] Priebe, Botho (Weiterentwicklung der Lehrerfortbildung und Schulberatung im schulischen Unterstützungssystem in NRW, GEW, 2011).

Keywords:

Teacher further training, service networking, professional learning communities.