*Subject: Information studies. Study level: Bachelor. Class size: 75.*

The students - especially during the first semester - do not in general like to make presentations in front of the whole year or in the front of the lecturer. Student teachers are older students, which means that the students are more open to discussions and in general not so afraid to show doubt and ignorance.

The students on the basic studies - here specifically first semester students - have a weekly lecture for all members of the year group. The lecture contains primarily theory, as well as examples of various elements of the theory. In continuation of the lecture there are training lessons, where the year group is divided into three classes of approx. 25 students. These training lessons are conducted by the student teachers, who in part organise student presentations in the study groups and in part use relevant empirical material to help the students apply the theory analytically in practice.

- The student teachers set weekly assignments for the study groups which must be uploaded via AULA prior to the training lessons, so that everyone is prepared to a certain extent.
- The student teachers attend my lectures as part of their own preparation. This is not compulsory, but it has proved to be very useful for the student teachers as they then know what the lecturer has been telling the students. After the lecture we hold a brief meeting about how things are going with the students.

It is important to give the student teachers a high degree of freedom to run the training lessons as they wish. This gives them more job satisfaction and it thus also gives the students more motivation when the student teachers are ‘fired up.’

It is important that the lecturer is responsible for

- emphasising to the student teachers that they are not lecturers: They do not need to be able to answer every question and they are allowed to say "I don't know, but we can ask Anne Marie."
- talking of the lecturer + student teacher as a 'we', and emphasising that the student teachers count just as much as the lecturer in educational terms.
- having a close collaboration on what we require from the students; this means that we always agree on 'the rules'.
- always supporting the student teachers, even with the smallest problem. As a lecturer you have enough authority to be able to admit mistakes that you have not made, such as taking the blame in case of doubt arising about something or other.

As a lecturer you must never undermine the authority/status of the student teachers. You should therefore avoid hinting at disagreements between lecturer and student teacher. It is better to say "Oh dear, I have not given you thorough information, I'm sorry."

Ergo: It is very important that there is a common 'we' both out of consideration for the student teachers, but also for the sake of the students' confidence in us, which ultimately does have an influence on the students' learning.

Having two student teachers is an advantage; one who has experience and can 'train' the new - so you always have someone who has tried it before and someone new who is in training as a student teacher. This ensures there is continuity. But you should also remember to give them the freedom to do things differently.

This has in practice improved the academic/educational aspect over the years. As a lecturer I have received good inputs

- 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