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[The authors] propose the self-regulation view in writing-to-learn as a promising theoretical perspective that draws on models of self-regulated learning theory and cognitive load theory. According to this theoretical perspective, writing has the potential to scaffold self-regulated learning due to the cognitive offloading written text generally offers as an external representation and memory aid, and due to the offloading, that specifically results from the genre-free principle in journal writing. However, to enable learners to optimally exploit this learning opportunity, the journal writing needs to be instructionally supported. Accordingly, [the authors] have set up a research program - the Freiburg Self-Regulated-Journal-Writing Approach - in which [the authors] developed and tested different instructional support methods to foster learning outcomes by optimizing cognitive load during self-regulated learning by journal writing. [The authors] will highlight the main insights of [their] research program which are synthesized from 16 experimental and 4 correlative studies published in 16 original papers. Accordingly, [the authors] present results on (1) the effects of prompting germane processing in journal writing, (2) the effects of providing worked examples and metacognitive information to support students in effectively exploiting prompted journal writing for self-regulated learning, (3) the effects of adapting and fading guidance in line with learners' expertise in self-regulated learning, and (4) the effects of journal writing on learning motivation and motivation to write. The article closes with a discussion of several avenues of how the Freiburg Self-Regulated-Journal-Writing Approach can be developed further to advance research that integrates self-regulated learning with cognitive load theory. (Orig.).

This paper focuses on the multilingualism in teacher education and puts a new education policy in the spotlight: the German \"DaZ-Modul - German for pupils with an immigrant background\", which has been implemented as part of regular teacher training. In light of increasing linguistic diversity and transnational mobility, the potential of such a module is of particular significance. In order to analyse this potential, a qualitative study was conducted with pre-service teachers using a triangulation of pre- and post-group discussions with learning diaries. The findings offer deep insights into participants¿ perceptions of linguistic normality and its reconstruction in course of the training. Drawing on these findings, the paper discusses implications for teacher education in a multilingual society: the need to include multilingual subject-oriented didactics and to combine them with reflective and biographical methods. (DIPF/Orig.) Der Beitrag befasst sich mit Mehrsprachigkeit und rückt eine neue bildungspolitische Maßnahme in den Mittelpunkt: das \"DaZ-Modul - Deutsch für Schüler:innen mit Migrationshintergrund\", das im Rahmen der regulären Lehrkräftebildung eingeführt wurde. Angesichts der zunehmenden sprachlichen Heterogenität und transnationalen Mobilität ist das Potenzial eines solchen Moduls von besonderer Bedeutung. Um dieses Potenzial zu analysieren, wurde eine qualitative Studie mit angehenden Lehrkräften durchgeführt, in der eine Triangulation von Gruppengesprächen im Prä-post-Design mit Lerntagebüchern verwendet wurde. Die Ergebnisse bieten tiefe Einblicke in die sprachlichen Normalitätsvorstellungen der Teilnehmenden und deren Rekonstruktion im Verlauf der Ausbildung. Auf der Grundlage dieser Ergebnisse werden Implikationen für die Lehrkräftebildung in einer mehrsprachigen Gesellschaft diskutiert: der Einbezug fachintegrierter mehrsprachiger Ansätze kombiniert mit reflexiven und biografischen Methoden. (DIPF/Orig.)

Context: The context of the study is vocational teacher education and the participants are vocational student teachers. They are studying in a blended learning setting as part time students. They represent several disciplines of vocational education and training. The vocational teacher studies take one year and are 60 credits. The study relates to the discussion of vocational education and training (VET) and teachers’ competencies that they are transferring to their VET students by sharing the knowledge of their subject area and working practices. This study is an exploration of one of these working practices: making competence visible in a digital format. Approach: Student teachers’ descriptions of their practices and recommendations of supportive methods for composing an ePortfolio are reviewed and their motivation to compose an ePortfolio is studied as a part of the personal learning environment (PLE) philosophy. Findings: The data revealed some typical practices, such as composing an ePortfolio (the most popular ways of doing this were recording reflections in a learning diary and using digital tools to document artefacts) and making vocational teachers’ competence visible through an ePortfolio (understanding the difference between workspace and showcase portfolios and what kinds of competence to document). The recommendations mentioned by participants were supportive methods of composing an ePortfolio (collaborative learning processes with peers, lecturers’ feedback and assessment and clear instructions) as well as methods of making vocational teachers’ competence visible (e.g. orientation to ePortfolio work using learning objectives and assessment criteria for ePortfolios). Participating student teachers are/were motivated to work with ePortfolios in various ways and expressed an intrinsic motivation to pursue personal growth and become a vocational teacher. Conclusions: The study revealed vocational student teachers’ various perceptions of scaffolding and motivational orientations to make their competence visible through ePortfolios. These can be used to design scaffolding processes to support students’ ePortfolio activities. ePortfolios are used as a study method to promote student teachers’ career development and personal growth and to help them acquire teacher competencies. The study concludes with a review of the learning objectives and the assessment criteria for the ePortfolio process in a vocational teacher education program. (DIPF/Orig.)