Enhancing Pedagogical Mastery Through Microteaching, Formative Assessment And Experience-Based Professional Learning In The Dhoch3 Environment
Keywords:
Pedagogical mastery, Dhoch3, microteaching, formative assessmentAbstract
This paper investigates the enhancement of pedagogical mastery among prospective German language teachers through the integration of microteaching, formative assessment and experience-based professional learning within the Dhoch3 educational environment. The study focuses on the developmental significance of observable teaching performance, structured feedback and the systematic documentation of professional progress. Drawing upon experiential learning theory and contemporary approaches to teacher education, the article examines how successive cycles of instructional practice and evidence-informed improvement may strengthen the practical dimensions of pedagogical mastery. Particular attention is devoted to the role of teaching portfolios, assessment rubrics and performance analysis in supporting professional growth. The paper proposes a practice-oriented framework for connecting digital learning activities with the progressive refinement of teaching performance.
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