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In the process of professionalising teachers, not only knowledge and skills on a more fundamental level but also understanding and one's own positions on teaching and learning develop. Learning and professionalisation processes were examined in the empirical studies in this volume during the beginning of the studies to become a primary teacher within the framework of a self-learning architecture in which web-based learning activities are interwoven with individual subject-related learning counselling interviews. In the learning counselling interviews, individual discussions between lecturers and students about teaching and learning in the subject didactics of mathematics and music, art pedagogy and educational science can be observed. The studies on the development of professional convictions also look at the interactions in the pedagogical form of action of the learning counselling interview and proceed with the methodological approach of an analysis of discursive practices. Further studies examine transformations of the professional habitus, intervention practices in the conversations, the emotional dimension of learning and the temporal challenges in self-learning architectures.

Self-directed learning --- Len counselling --- professionalisation --- Selbstgesteuertes Lernen --- Lenberatung --- Professionalisierung

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Within the rapidly expanding field of educational technology, learners and educators must confront a seemingly overwhelming selection of tools designed to deliver and facilitate both online and blended learning. Many of these tools assume that learning is configured and delivered in closed contexts, through learning management systems (LMS). However, while traditional "classroom" learning is by no means obsolete, networked learning is in the ascendant. A foundational method in online and blended education, as well as the most common means of informal and self-directed learning, networked learning is rapidly becoming the dominant mode of teaching as well as learning.

In Teaching Crowds, Dron and Anderson introduce a new model for understanding and exploiting the pedagogical potential of Web-based technologies, one that rests on connections — on networks and collectives — rather than on separations. Recognizing that online learning both demands and affords new models of teaching and learning, the authors show how learners can engage with social media platforms to create an unbounded field of emergent connections. These connections empower learners, allowing them to draw from one another’s expertise to formulate and fulfill their own educational goals. In an increasingly networked world, developing such skills will, they argue, better prepare students to become self-directed, lifelong learners.

educational technology --- social media --- networked learning --- self-directed learning --- blended learning --- learning management systems --- learning communities --- lifelong learners