Table 3 Application of the ‘6-Facet-Model’ (Jahnke et al. 2015) by lecturers in our survey

1.

Reflection of learning in the learning process

• Writing reflection texts (criteria: variety of perspectives, differentiability, argumentative style; reflection models)

• Learning portfolios/journals

• Reflection questions (oral)

• Peer-Reviews

• Reflection modules

2.

Promotion of independent learning

• Differentiated assignments

• Work assignments with individual reference

• Self-organized learning sequences/ proportions of self-study

• Setting own learning objectives

3.

Encouraging curiosity, enthusiasm and motivation to learn

• Enthusiasm, motivation and interest of the lecturer in the subject of learning (‘exemplify’)

• Selection of relevant learning content

• Use of digital tools

• Enabling competence experience

• Motivating lesson introductions

4.

Creation of learning products

• Products that can be used in teaching practice, e.g., learning sequences

• Reflective learning products, e.g., learning journals

• Creation of innovative learning products, e.g., explanatory videos, short films, texts, presentations, posters etc.

5.

Multiple perspectives

• Teacher and learner perspective

• Ecological, economic and political perspective in the subject of general education

6.

Encouragement of new ideas

• Innovative assignments

• Using innovative methods, e.g., ‘book vernissage – each student has to present a book’, ‘book of ideas’

• Peer-review of assignments, ideas etc.

• Exchange of experience

• Verbal encouragement to try new ideas

• Reading professional literature