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The Next Level

With the project The Next Level, Goethe University is currently participating in a programme called “Qualitätsoffensive Lehrerbildung“ run by the Federal Ministry of Education and Research. It belongs to a nationwide intiative of 49 projects that revolve around quality control in (interdisciplinary) teacher education. The particular project at hand, The Next Level, relates to the second phase of funding (2019-2023), following the first funding phase (2015-2018) with the project Level - Linking Pedagogic Expertise through Video Enhanced Learning Scenarios. Based on the results of Level, The Next Level focuses on the following four goals:

  • Systematic development of competences across all disciplines and (in-service) teacher education

Additional teaching and learning opportunities for teachers across all educational phases are to be developed. They will help to support a coherent and continuous range of competences which already were established by Level. In addition to other teaching and learning material in line with the Open Educational Resources, flexible and adaptable teaching and learning opportunities for (in-service) teacher education are established.

  • Dealing with heterogeneity

In order to implement the requirements of an inclusive school system, didactically adequate and productive handling of heterogeneity is essential for teachers and as such interdisciplinary teaching and learning opportunities, based on previous knowledge and professional experience, are developed. They consist of reflection components (e.g. through digital portfolios) and support long-term processes of knowledge acquisition and change in the attitude of teachers which in turn have an impact on processes of professionalization.

  • Digitalization

Specific potentials and demands of digitalization for educational processes are discussed in interdisciplinary teams and transferred to (in-service) teacher education formats. Furthermore, these aspects are addressed and sustainably anchored even in digital form across the education phases, e.g. through scenarios of digitally supported feedback or the development of training and advisory services within the digital space for the development of professional (reflection) skills. This should enable a more flexible and efficient approach to (in-service) teaching education.

  • Networking across all phases of teacher education

Through further development of existing and the coordinated development of new cooperation and networking structures, the integration of the (in-service) teacher education phases in terms of content and methodology, as well as the cooperation between educational sciences and subject-specific teacher training departments concerning research and teaching are promoted. The overarching goal is the development of longitudinally oriented, certifiable educational offers which can be used across phases for in-depth and systematic competence development.


To implement these goals, different formats of (in-service) teacher education are developed in different working groups while their effectiveness is researched. In conclusion, the processes outlined should contribute to the systematic improvement of teacher education structures at Goethe University and its catchment area.