As a health scientist, I conduct research as well as teaching in various seminars in the Bachelor’s degree program in Health Sciences at the Medical Faculty of Charité – Universitätsmedizin Berlin.
Below you will find information about my teaching philosophy, teaching practice, seminars I have held and my teaching further training.
Teaching philosophy
My teaching philosophy refers to self-regulated learning (SRL), which is defined as follows:
“Learners who regulate their own learning are able to independently set learning goals, select techniques and strategies appropriate to the content and goal, and use them. Furthermore, they maintain their motivation, evaluate the achievement of goals during and after the learning process and – if necessary – correct the learning strategy” (Artelt et al. 2001: 271).
Self-regulated learning therefore describes the ability to actively and consciously influence and control one’s own learning. This includes different areas and different phases of learning, which is taken up in different models. I use Zimmerman’s process model, which consists of a planning phase, an action phase and a reflection phase. In the planning phase, goals are set and strategic planning takes place. Motivational aspects also play a role. In the action phase, the focus is on self-observation and self-control. The reflection phase is about self-assessment and self-reaction.
In the context of self-regulated learning, the concept of learning guidance also plays an important role, as it offers the opportunity to create conditions in which learners can develop, further develop and unfold their learning potential in order to become experts in their own learning.
Through the concept of self-regulated learning and learning guidance, I would like to offer students a framework within which they can find their own way and develop their critical-reflective professionalism.
Teaching practice
I was already able to gain valuable teaching experience during my own Bachelor’s degree. As a tutor in the “Introduction to Nursing Science” tutorial, I learned how to use methodological and didactic concepts effectively. My commitment continued in my Master’s degree, where I led the tutorial “Statistics for Health Scientists”.
As a research associate, I deepened my methodological and didactic knowledge. I had the opportunity to apply the concept of self-regulated learning in the seminars “Professional Experience” and “Key Competencies” in the Bachelor of Health Sciences. Particularly in the “Professional Experience” seminar, I worked with the learning portfolio method, in which students structure and reflect on their learning processes independently. This experience enabled me to increasingly develop in the role of a learning advisor and help students to take responsibility for their own learning path.
Seminars held
WS 2024/25: Practical seminar “Practice of Health Education” in the Bachelor’s degree program “Health Science” at the Charité
WS 2023/24: Seminar “Key Competencies” in the Bachelor’s degree program “Health Sciences” at the Charité
SS 2022, SS 2024: Practical seminar “Professional experience” in the Bachelor’s degree program “Health Sciences” at the Charité
SS 2021: Tutorial “Statistics for Health Scientists” as a student assistant in the Bachelor’s program “Health Sciences” at the University of Bremen
WS 2018/19: Tutorial “Introduction to Nursing Science” as a student assistant in the Bachelor’s degree program “Vocational Education” in Nursing Science at the University of Osnabrück
Further Training
06/2023 – 02/2024: University didactics certificate from the Dahlem Center for Academic Teaching (DCAT) at Freie Universität Berlin (220 WU)