Martin-Luther-University (MLU)


-About this PARTNER

Martin-Luther-University Halle-Wittenberg is a typical full university of Germany. Having around 22,000 students and 280 professors in 10 faculties nearly all subjects are represented.

About 3,000 teacher students study to become teachers to primary and secondary levels. The pre-service university studies aim at 270 or 300 European Credit Transfer System (ECTS) state-exam and allow adding a PhD. However, usually the examined teachers go to school where they finish their teacher education in a 1.5 year immersion phase (Referendariat).

The schedule for pre-service teachers has 2/3 subject content courses, 1/6 subject education courses (“Fachdidaktik”) and 1/6 pedagogy and psychology courses. The studies contain 5 school-based practicum, two of them with close accompanying through academic staff. The teacher studies are organizational represented in the “Centre of Teacher Education”, which also includes the organization of school based practicum.

The university has significant expertise in Science, Technology, Engineering and Math (STEM) approaches to sustainable development. It reflects a good model of multi-disciplinary approaches to teacher education. Moreover, the university is strong in developing new teaching methods largely based on participatory methods that are project oriented. Through their education immersion phase the university has managed to develop strong partnerships with schools.

Role in the project

The Martin Luther University (MLU) will bring significant strengths into integrated approaches to teaching and learning through their tradition of combining subject matter. The university is very conscious of school and student empowerment models included in the pedagogies and management styles used. It has been a member of previous EU projects and consortiums on integrated STEM approaches to teaching and learning. Moreover, the university has a strong tradition of research and is well funded with research grants. MLU has a proven track record of strong school based teacher pre-service education, which will support the needs of the SUP4PCL project and will offer a new perspective of school based learning. Faculty at MLU have a wealth of experience mentoring and supervising student teachers in schools.

Team members

Prof. Martin Lindner

Prof. Martin Lindner

Team Leader

Prof. Martin Lindner is a full-time professor in Biology Education at the University of Halle, Germany, since 2010. He started his career as a Biology and Chemistry teacher. After being a teacher for 10 years, he joined the work at the Universities of Kiel and Flensburg, Germany, in teacher training and also worked in the coordination of nation-wide programs for teacher professional development.

His research focuses on the effects of teacher professional development. He is member of several German and international Science teacher societies and is/was member of teams of several European projects for Science Education.

Dr. Francesco Cuomo

Dr. Francesco Cuomo

Francesco Cuomo (PhD) has a background in physics and further MA certification in science communication with a specialization in scientific museology. He has been working in science education since 2005, when he was involved in PENCIL, a seminal European project on science learning at the interface between formal and informal learning environments, namely schools, science centres and museums. His main activity involve pre‐ and in‐service teacher training and classroom practice with students at all grades. He has been involved in a number of European projects in different capacities, including coordination in the TRACES project (2010‐2012). Traces was an action‐research project aimed at investigating the research‐practice gap in science education by building long term school‐based communities of learners involving teachers and researchers. INSTEM (2013‐2015) was aimed at performing a meta‐analysis of European projects, distilling the knowledge produced therein and determining the state of the art of inquiry‐based science education in Europe. His research approach is mainly qualitative, with action‐ and design‐based research covering most of his activity. Latest publications focus on teacher professional development, professional learning communities and teacher professionalism. His current research focuses on cognitive development and learning progressions in grades 1-5.

Alexander Finger

Alexander Finger

Since 2017 leader of the academic training center for teachers in Biology of the University of Leipzig
2016-2017 academic researcher at Martin-Luther-University Halle
2015-2016 teacher in-service training at the German State Saxonia-Anhalt

2011-2015 academic researcher at Martin-Luther-University Halle and University Leipzig

before 2011 student research assistant at MLU
He carries a Diploma in Biology, gained at the University of Osnabrueck, Germany

Our Location

Universitätsplatz 10, 06108 Halle (Saale), Germany