Zu Effekten vom Einsatz der Theaterprojekte in der Lehrerausbildung

У сучасних класах вчителi часто знаходяться пiд великимтиском — їм не лише удосконалюватися у професiйному сенсi, але й яксильнi особистостi. На навчальних курсах для викладачiв в унiверситетахнавички, якi пов’язанi з фахом та дидактичнi навички формуютьсяяк правило iнтенсивно, а от недостатньою виявляється пiдтримкаособистiсних та соцiальних навичок, навичок планування та управлiннята навичок розвитку.Проекти позакласних театрiв можуть компенсувати цей недолiк. Устаттi представленi результати декiлькох рокiв використання проектiвпозакласних театрiв та їх вплив на навчання студентiв нiмецькоїмови як iноземної. Теоретичним пiдгрунтям цiєї практики є, по-перше, запропонований канадським соцiологом Ервiнгом Гофманом(2003) пiдхiд щодо самопредставлення особистостi у повсякденномужиттi, де вiн вказує на подiбнiсть мiж акторською дiяльнiстю тасоцiальним контактом. По-друге, дослiдження базується на трактуваннi“перформативної компетентностi” Вольфгангом Халле (2010). Обидвiконцепцiї переносяться на соцiальний контакт мiж вчителями та учнями.Результат багаторiчної роботи з проектами позакласних театрiв у процесiнавчання студентiв нiмецької мови вимiрюється у якiсних показниках у дискусiї з групою акторiв-аматорiв, при чому увага фокусується навпливах на розвиток мовної, соцiальної та управлiнської компетенцiї, атакож на мiжкультурному навчаннi.In today’s classrooms, teachers are often under great pressure — they not only have to prove themselves professionally but also as strong personalities. In teachers-training courses at universities, subject-related and didactic skills are often built up intensively, but there is a lack of support for personal and social skills, planning and management skills, and development skills. Extracurricular theater projects can compensate for this shortcoming. The paper presents effects of several years of theater work on teaching students studying German as a foreign language.  Theoretically, the contribution is firstly underpinned by the approach of the Canadian sociologist Erving Goffman (2003) about self-portrayal in everyday life, in which he points out a similarity between acting and social contact [3]. Second, it is based on the understanding of the “performative competence” by Wolfgang Hallet (2010). Both concepts are transferred to the social contact between teachers and learners. Extracurricular theater projects can compensate for this shortcoming. The paper presents effects of several years of theater work on teaching students studying German as a foreign language. Theoretically, the contribution is firstly underpinned by the approach of the Canadian sociologist Erving Goffman (2003) about self-portrayal in everyday life, in which he points out a similarity between acting and social contact [3]. Second, it is based on the understanding of the “performative competence” by Wolfgang Hallet (2010). Both concepts are transferred to the social contact between teachers and learners.    In today's classrooms, teachers are often under great pressure – they not only have to prove themselves professionally but also as strong personalities. In teachers-training courses at universities, subject-related and didactic skills are often built up intensively, but there is a lack of support for personal and social skills, planning and management skills, and development skills. Extracurricular theater projects can compensate for this shortcoming. The paper presents effects of several years of theater work on teaching students studying German as a foreign language. Theoretically, the contribution is firstly underpinned by the approach of the Canadian sociologist Erving Goffman (2003) about self-portrayal in everyday life, in which he points out a similarity between acting and social contact. Second, it is based on the understanding of the “performative competence” by Wolfgang Hallet (2010). Both concepts are transferred to the social contact between teachers and learners. The effects of the multi-year theater work on teaching students are qualitatively assessed in a group discussion with the student amateur actors, whereby the influences are focused on the promotion of language skills, social and management skills as well as on intercultural learning