The teaching provided by student teachers should be planned based on the expectations and agreements of the teachers and student teachers involved in the course concerned. Student teachers must be informed of the learning objectives, syllabus and form of examination of the course in question. In many cases they already know these things because they have done this course themselves previously. So student teachers normally have a good understanding of which themes are perceived as being difficult, requiring greater attention during their teaching. Even so, it is still relevant to find out what the students expect from student teachers, as well as their interests and competences in relation to the teaching process. This will help to plan what the student teachers do.

During the teaching provided by student teachers, the students work actively with course content. This can be structured in many different ways. Student presentations, group discussions or the performance of tasks, for instance. Most of this may already have been decided during the initial discussion with the course teacher, but otherwise student teachers should organise these activities themselves based on the standard teaching. It is important to establish a clear structure for the teaching provided by student teachers so the students know what they are expected to learn (and how they are expected to learn it).

New student teachers are expected to facilitate activities during their teaching. You have been chosen because you are good at your subject and are therefore qualified to perform this task. You are also a student yourself, so it is an advantage to make your role clear to the students. For instance, you cannot grant dispensation from compulsory activities or give an extra lecture about difficult topics – only the teacher can do this. Many new student teachers are worried that the students expect them to be able to answer anything, but this is not expected of you. Relevant difficult questions can be forwarded to the teacher responsible for the course, or examined in collaboration with the students.

- What does the teacher expect from me?
- What do the students expect?
- How can I use own experience as a former student of this course in my new role as a student teacher?
- What activities can I launch that allow the students to use their qualifications to work actively on the course content?
- How can I create a clear structure in my teaching?

- THEME: Activities in sessions
- THEME: Teaching and digital media
- THEME: Exam and forms of examination
- THEME: Teaching evaluation
- THEME: Feedback
- THEME: Student teachers
- THEME: Internationalisation
- THEME: Activities between sessions
- THEME: Questions in sessions
- THEME: Teaching strategies of studying
- THEME: Conducting research with students
- THEME: Supervision
- Example of practice: Academic skills development
- Example of practice: Academic speed dating
- Example of practice: Academic weekend
- Example of practice: Academic quiz
- Example of practice: Analysis introduction
- Example of practice: Asking questions in academia
- Example of practice: Bridging cultural periods, teachers or courses
- Example of practice: Classroom activity with Prezi as a collaboration tool
- Example of practice: Classroom fieldwork
- Example of practice: Collective supervision
- Example of practice: Conceptual speeddating
- Example of practice: Discussion practice
- Example of practice: Exercises in oral presentation
- Example of practice: Extracurricular student presentations
- Example of practice: European Capital of Culture on the curriculum
- Example of practice: Facilitating study groups
- Example of practice: Feedback on written exercises
- Example of practice: Feedback on web communication
- Example of practice: Fieldwork in rural districts
- Example of practice: Form for assessment and feedback
- Example of practice: Group feedback on individual papers
- Example of practice: Group supervision on individual projects
- Example of practice: Guidelines for beginning your master's thesis
- Example of practice: Handling language issues
- Example of practice: Ideas for master’s thesis at graduate intro
- Example of practice: Interdisciplinarity in teaching
- Example of practice: Interpretation with hermeneutic shock
- Example of practice: Language education with relevant digressions
- Example of practice: Learning diary
- Example of practice: Learning with blogging
- Example of practice: Lightning round evaluation
- Example of practice: Logbook course
- Example of practice: Looped feedback on student products
- Example of practice: Master´s thesis idea bank
- Example of practice: Master’s thesis supervision - Matching the writers and the supervisors
- Example of practice: Material exercises: Study of archaeological source material
- Example of practice: Memory exercise
- Example of practice: Mentor instruction
- Example of practice: Multicultural group work
- Example of practice: Neighbour discussion
- Example of practice: Online intercultural exchange
- Example of practice: Oral feedback on audio file
- Example of practice: Oxford Debate
- Example of practice: Participation in Aarhus Food Festival
- Example of practice: Participatory academic communities
- Example of practice: Peer feedback with the Text Feedback Game
- Example of practice: Peer-to-peer feedback with Google Docs
- Example of practice: Portfolio for research and academic methods
- Example of practice: Poster session
- Example of practice: Presentation with response
- Example of practice: Questioning texts I
- Example of practice: Questioning texts II
- Example of practice: Repetition sheet
- Example of practice: Research workshop with students
- Example of practice: Round Table
- Example of practice: Search exercise with student teachers
- Example of practice: Scheduled group assignments
- Example of practice: Semester reflections
- Example of practice: Situated Learning: Focus on Process Work in Teaching
- Example of practice: Student seminars about youtube
- Example of practice: Student teachers in language courses
- Example of practice: Students as guest lecturers
- Example of practice: Students collaborating with Aarhus 2017
- Example of practice: Students collect research data
- Example of practice: Students contribute to web portal
- Example of practice: Study group and feedback guidelines
- Example of practice: Submission with audio or video file
- Example of practice: Supervision on supervision
- Example of practice: Supervision seminar for lecturers
- Example of practice: The academic youtube video
- Example of practice: The art of asking questions
- Example of practice: Treasure hunt at the library
- Example of practice: Wiki for preparation and presentation
- Example of practice: Working with student teachers
- Example of practice: Written exercise with peer assessment