Teaching at School III is committed to the mission statement for teaching at the University of Oldenburg
. It is characterised by the diversity of its subject cultures in the broadest sense of linguistics and
cultural studies and by the comparatively high proportion of
students on all teaching degree programmes. Subject-specific and didactic
content, theories, concepts and methods as well as practical and artistic skills
are therefore taught in a variety of study forms and formats. These range from
traditional lectures to guided self-study, from dialogue-oriented seminars
to practical exercises and semester-long projects.

At the same time, the School has agreed on characteristics of good teaching as conditions for the development of a critical,
reflective, responsible, committed and diversity-sensitive attitude among students
in an interdisciplinary teaching excellence concept
. Accordingly, good teaching conveys a research-based attitude towards its
subjects, takes current research findings into account, enables international
exchange and the experience of diversity in different learning and
study contexts and opens up paths to interdisciplinary and
transdisciplinary networking on the basis of disciplinary subject cultures. The theoretical, methodological and practical knowledge,
skills and abilities acquired during the degree programme are relevant for
various academic appointments and their critical reflection.

For the study of linguistics and cultural studies, dialogue-based forms of teaching
are constitutive. Good teaching is therefore designed in such a way that students have a high degree of
opportunity to communicate openly with each other and with lecturers about course content
and to reflect critically on their own learning and study processes.
In addition, good teaching is orientated towards the individual and intersubjective dynamics
of university educational processes. When selecting
teaching objectives, content and methods, teachers take into account students' prior knowledge as well as their cognitive and
practical skills, interests and study goals. They organise teaching in such a way that
students always have the opportunity, but also the task, to help shape their learning processes
independently.

Finally, good teaching develops its methods, content and objectives in the
discussion of subject-specific and general higher education didactics
perspectives and positions as well as in the dialogue between teachers and students as required
. The prerequisite for this dialogue-based organisation and further development of good teaching
is transparent communication: all students and lecturers have access to the
examination regulations, the study plans, the module descriptions, the individual
teaching content of the modules as well as the graded performance requirements and
assessment standards for module examinations.

This interdisciplinary agreement on the conditions for the success of good teaching,
combined with the recognition of subject cultures and their particularities in the
design of specific learning and study processes, means that School III takes into account the diversity of
subjects, teaching staff and students as well as the demand for individual
professional and personal education.