Artificial intelligence (AI) is increasingly finding its way into various educational institutions and is being used by students, teachers and pupils in a variety of ways. In addition to technical and legal challenges, the question arises as to how we want to use AI in teaching and learning. AI is already being used as a tool for planning lessons, searching for suitable methods and content for teaching, as a study buddy to access content or for reference, among other things. However, when using it, the question quickly arises as to what kind of content is actually produced by the AI - is the AI's answer true or is it just hallucinating?
In this article, we will approach this last question of truth from a philosophical perspective and draw didactic conclusions from these reflections. The basic thesis is that the generative answers of AI are neither true nor false. Only by critically analysing the subject matter and the generative answers can a truth value be found. This philosophical reflection enables a critical examination of the use of AI and promotes AI literacy among teachers, lecturers, students and pupils.

What happens when three subject/PS heads of the Oldenburg Studienseminar for the teaching profession at vocational schools with different subjects and from different school perspectives engage in a constructive exchange about current and future influencing factors, developments and challenges regarding AI in teaching and learning and offer a contribution to this in order to involve other interested parties in this exciting topic? Are you curious? Get involved!

The quality of attachment of children and adolescents plays a decisive role in their healthy development and well-being. A secure attachment serves as a protective factor that strengthens resilience to developmental risks. Children and adolescents with insecure or disorganised attachment quality, on the other hand, are more likely to show deficits in various areas of development, including social skills and academic performance (Groh et al., 2014; van Ijzendorn, Dijkstra & Bus, 1995). In the school context, stable and positive relationships between teachers and learners are of particular importance, especially for students with special educational needs. The quality of these relationships has a significant impact on learning success (Hattie, 2016; Langer & Eisfeld, 2019). It is therefore important that teachers have knowledge of attachment theory and are able to recognise and promote the quality of their students' attachments. In this article, we will briefly explain the basics of attachment theory and then present the results of a research project investigating the attachment quality of children in primary school.

Against the background of a pedagogical mini-theory, I will present the task that the teachers in the preparatory service (LIV) work on during our orientation weeks at the Studienseminar on the topic of "The role of the teacher". Based on the participants' own reflections, I would like to present exemplary results from recent years and put them up for discussion against the background of the competences to be taught in accordance with the APVO-Lehr.

Heterogeneity in the German school system has increased significantly over the last decade. The education system has so far only been able to do justice to this heterogeneity to a limited extent. Against this backdrop, the Osnabrück study seminar for the teaching profession at vocational schools launched the pilot project "Personalised learning" in November 2023. One component of the project is individual counselling for teachers based on the GROW model according to Whitmore. The pre-service teachers formulate the respective counselling occasion based on the model and independently select a subject leader for the counselling session. The counselling session is not recorded by the seminar and is treated confidentially. All GROW counselling sessions are outside of the assessment of the teachers in the preparatory service.

The Handelslehranstalten Lohne have been participating in the "Berufsfachschule dual" innovation project since the 2023/2024 school year. Components include counselling services before the start of the course and several times during the course. This includes, for example, intensive school career counselling with regard to the best possible fit between existing school options and consideration of the students' interests and achievements. The independent profile module "Counselling and coaching in an academic appointment" is another example of this.

The article focuses on an inclusive university seminar in which students from different teaching degree programmes and people with disabilities form a joint seminar group. The work took the form of an artistic project on the topic of "Off the beaten track". The joint inclusive work took place over a 3-day block phase. In order to be able to look at the topic of "beside the track" from different perspectives, the participants first went through workshops that offered playful impulses for action and food for thought using research, artistic and language-focussed strategies. The aim was to translate the perceptions and insights into their own designs. The experiences in the inclusive group were then reflected on in written statements and verbally in the group. The article presents the concept of the seminar, including the methodological approach, and looks at examples of student reflections. The article concludes with didactic conclusions for inclusion-orientated teacher training.

This article presents the challenge project at KGS Rastede, which is now in its third year. In the "Challenge" project, pupils in year 8 are given the opportunity to choose a self-determined, extracurricular challenge, plan it for six months and realise it independently as part of a time-limited school break of around two weeks. They are accompanied by adult Year 12 pupils and students. The project offers the students an ideal experiential space in which they can develop skills for an unpredictable future. Challenge projects are realistic, inclusive and integrative. They link learning content with the world of life and work in a future-oriented way.

The diverse life paths and experiences of our pupils and teachers with a history of migration harbour potential that needs to be developed both in terms of learning theory in the classroom and in the social structure of the school. We show how multilingualism facilitates learning, how living diversity can become an integral part of school design processes and how teachers can develop a self-image that harmonises the needs and abilities of diversity in the classroom.

The article discusses the importance of anti-discriminatory attitudes in schools and emphasises the role of teachers in this process. We look at what influences the school environment and discuss strategies for creating a fairer learning environment. The aim is to increase awareness and empowerment in dealing with discrimination.

In an education system increasingly characterised by artificial intelligence (AI), teachers and educational institutions are (once again) faced with the challenge of maintaining or constructively developing traditional task and examination formats. Knowledge-based examinations in particular are at the centre of this discourse, as generative language models such as ChatGPT & Co. are already able to solve even complex tasks convincingly (and still not legally detectable) in just a few seconds, so that traditional assessment approaches are increasingly being called into question by AI. Based on the experience of integrating AI into the module examinations of practical school courses in university teacher training programmes, impulses for an examination culture are presented in which AI is integrated into the examination process in a constructive but critical and reflective manner.

The digital transformation has brought about major changes in all areas of life - processes of communication, collaboration, knowledge construction and much more have changed dramatically. Educational institutions - such as schools and universities - have already set out to respond to these changes and prepare their learners to find their way in the digital world and play an active role in shaping it. This is accompanied by a change in the learning culture.
In a changing learning culture, traditional forms of assessment are being called into question. This raises the following questions, among others, which we would like to discuss in our article: How can a contemporary examination culture be designed in the digital age? What formats characterise a contemporary audit culture? How can digital tools be used in the process and in the examination?

The COOL concept presented in this article stands for Cooperative Open Learning. It is an approach for more independence, personal responsibility and co-operation in the learning process. The background to this structural concept is the significant increase in heterogeneity in learning groups across all school types and the demand from the world of work for greater consideration of soft skills in school education. The aim of COOL is to organise one's own learning process in a constructive, autonomous and competence-oriented manner, for example by freely choosing the social form, the place of learning, the methods or even the individually defined learning content. Some time ago, seven vocational schools from the Oldenburg region set out to familiarise themselves with COOLE learning in an Erasmus project, to critically scrutinise it and to test European perspectives and experiences in the Oldenburg educational landscape. The Studienseminar Oldenburg has also established COOL in the modularised concept of the pedagogical seminar in order to comprehensively prepare the trainee teachers for their future professional field. This article presents the COOL concept and discusses initial findings from the accompanying evaluation.

"Teaching is the beginning of all evil!" The learning concept of the NCW (a "normal" state secondary school in Wilhelmshaven) is based on this guiding principle of Stefan Ruppaner, former headmaster of the Allemannenschule Wutöschingen. There are hardly any lessons here from year 7 onwards. Instead, the children and young people learn independently and self-organised, with iPads and at personalised learning stations. There are no longer any teachers, but rather learning guides whose main focus is on relationship work. The initial findings are positive: as in Wutöschingen, the children here seem to learn more, more enjoyably and more effectively than if they had received normal lessons.

The keynote speech will focus on the following questions: How do we recognise self-organised learning pupils? We no longer help pupils - why? What conditions does the NCW offer for self-organised learning? What are the initial results?

In this article, a teacher and pupils present the newly introduced school concept at IGS Flötenteich. The new concept with year houses offers an innovative and diverse learning environment that takes into account the individual needs and abilities of the pupils. By combining independent learning, personalised support from learning coaches and subject coaches, alternative types of examination, the use of technology and the logbook as a mandatory communication and assessment tool, we aim to provide a holistic education that prepares students for life in an ever-changing world.

As (trainee) teachers, we are constantly planning and delivering lessons, but does what we do work? Are learning processes triggered by our actions? The Lesson Study makes this visible - through student lesson research and self-reflection in the SchAU plus format. It offers a form of classroom research that focuses on the students' learning, as conclusions are drawn about learning processes by observing the students' actions (Mewald, 2019). In the SchAU plus format, students can use the lesson study to reflect independently on whether this type of lesson planning has the desired effect on learning processes. In addition, it needs to be clarified how the combination of both methods, backward planning and lesson study, works.

https://lehrkonzepte.uol.de/physikdidaktische-forschung-fuer-die-praxis-schau-plus/

Ponting is a practice-based and tried-and-tested language-based method from religious education, developed by the advisor. Learners are encouraged to engage with individual statements in depth and from multiple perspectives by means of a selection of targeted stimuli. Ponting results in a high level of cognitive activation, promotes various competences depending on the selection of stimuli, is suitable for all language-based subjects and can be used as a basis for reflecting on one's own learning success: "Ponting always works" (statement from a former student).

The article is aimed at teachers who are involved in counselling students and trainee teachers. At the centre are recorded questions from the context of lesson debriefings during internships and traineeships. In a reflexive approach, these are analysed with regard to the question of what effect the questions asked can have on the interviewees and what understanding of the role of the questioner becomes visible.

Modern man imagines nature and culture as separate, opposing spaces of experience and creation. Learning and teaching outdoors makes it possible to experience that this dichotomy is no longer tenable: humans and non-humans are equally nature and culture. An active rethink takes place using autoethnographic research methods: Learners experience diverse co-worlds outside as places of mediation that can be acted upon and shaped.

Together with students from the seminar "KulturNaturModeKunde - Autoethnografischer Feldforschungen" at the University of Oldenburg, I would like to give a brief methodological insight into teaching practice and learning outcomes.

Building a new school and establishing a new school at the same time is an unusual challenge. A space programme was developed for the new "Fliegerhorst" primary school in Oldenburg in a large-scale participatory project. The result is a modern yet non-radical spatial programme based on the cluster principle, which offers a great deal of pedagogical freedom.

This article presents the implementation of the Churermodell for a 2nd primary school class. The Churermodell is a concept that was developed at the Graubünden University of Teacher Education. It aims to recognise the individual gifts and talents of pupils and promote them in a targeted manner, and is characterised by four elements: rearranging the classroom, input in a circle, working with learning tasks, free choice of seat. The classroom becomes a learning landscape. The blackboard no longer plays the central role in the classroom. The sitting circle plays a central role. Pupils can choose their own workspace. In the Chur model, pupils have the opportunity to choose the learning programme, the workplace and the learning partners.

The commercial schools in Lohne offer different spatial concepts throughout the school building that can be used individually by the students. For example, space in the corridors has been used to create learning landscapes. Small work areas have been installed in alcoves, which allow a certain amount of peace and quiet. A corner with seating and low tables is available for larger groups. The furnishings in the cafeteria also take into account that the room can also be used for independent learning. The Osnabrück study seminar for the teaching profession at vocational schools has begun to redesign the room concept in light of the "Personalised learning" pilot project launched in November 2023: The assembly hall has been redesigned so that it can continue to be used for larger groups, and extensive workstations are available in an area separated by privacy screens for phases of independent work in a quiet working atmosphere. Other rooms are equipped with high tables and stools for group work. Some of the rooms also have mobile tables, which allow for flexible arrangements.

Studies show that around 50% of pupils use ChatGPT and Co. for school activities, for example as a search engine. This shows that they have great trust in generative AI. However, given the way chatbots work, such trust is not always justified. In order to support a reflective use of these systems, what is needed is not "trustworthy AI", but a certain "mistrust" in the possibilities of "AI". In this input, we present an educational intervention that we use to show learners in a simple way why generative AI is not suitable as a search engine, why it should not be trusted too much and what it can be useful for after all.

The virtual communication centre (vKC) at Wechloy Vocational School (BBS) improves students' communication skills with the help of virtual reality (VR) and artificial intelligence (AI). The training is divided into two phases: In the first phase, the pupils learn how to operate the VR technology and navigate using hand tracking without a controller. After putting on the VR goggles, they enter a protected virtual space and are guided through the learning process by the virtual school mascot, Willi Wechloy. The students give a two-minute impromptu speech in front of a virtual audience, which is analysed by an AI. The system provides feedback on speaking speed, volume, modulation, eye contact and filler words and helps to recognise strengths and weaknesses. This is followed by an interactive training period, during which work is carried out on individual support points. In the second phase, which is currently being developed, a generative AI simulates interactive conversations that include everyday communication situations or specific counselling sessions. One of the main focuses here is to support language learning lessons. The AI generates dynamic content, analyses the conversations in real time and provides direct feedback. At the end of the training, the students receive a comprehensive evaluation that can be viewed via the Moodle learning management system. The vKC at BBS Wechloy thus offers an innovative, immersive and interactive learning environment that makes learning more effective and engaging.

A central aspect of the educational added value of digital teaching and learning is "learner-centred" learning. In contrast to the classic "teacher-centred" approach, it focuses on the individual needs of students by supporting their learning speed, prior knowledge, learning strategies and offers of help. The aim is to achieve customised support for the acquisition of knowledge and skills.

However, empirical studies show that this goal is often not achieved despite increasingly powerful interactive digital teaching and learning media. Inhibiting factors are the learning potential of pupils, inappropriate use of media and didactic deficiencies. In my doctoral project at the University of Oldenburg, I am investigating the text comprehension of student teachers in synchronous courses. A surprising result shows that the individual self-concept influences learning effectiveness. In my article, the significance of the self-concept for the effectiveness of "learner-centred" teaching is highlighted and practical tips for digital teaching are given.

This article presents the benefits and use of collaborative tools such as the digital pinboard (Kursboard), whiteboard, Etherpad, card enquiry (Mindwendel) and formative assessment (Classtime). These collaborative tools can be used in various ways in teaching, such as mapping a process, synchronous and asynchronous work, channelling communication and presenting projects and goals. The tools presented are located in the Lower Saxony Education Cloud (NBC), which can currently be used by schools and study centres.