The model of reflective teacher education emanates from an action-based, emotional and cognitive preoccupation with learning conditions, resumptions, and competences of future French and Spanish teachers.
In the following, the model is theoretically substantiated by pointing out competence models, philosophies of education and theories of the self. Then, first results of three sequential empirical research projects will be presented.
In a pilot study conducted in a master course, different forms of simulated microteaching units were analzyed for their potential in foreign language teacher education. This model was then transferred to an introductory course in foreign language didactics.
In a third step, it is shown which reflective steps students take while analyzing their own video-recorded teaching practices or recorded micro-teaching units of in-service teachers.