Abstract
In the context of teacher education, there should be various opportunities for pre or in-service teachers to expand their
reflective competence as part of their pedagogical professionalism. The professionalisation of teachers for the primary
education sector (Schumacher et al., 2020; Stadler-Altmann, 2018) is a central task in the higher education didactic learning
environment of the EduSpace Lernwerkstatt [learning workshop] for both the Master’s programme in Educational Science
and for the sustainable exchange with pedagogical practice, e. g. through corresponding workshops. This contribution
focuses on reflexively gained insights from teachers on the design and application of AAC according to the INbook
model (Knoblauch, 2017). The data basis is the interviews with primary school teachers conducted after a series of workshops
in the EduSpace Lernwerkstatt. The secondary analysis of the interview data is based on the competence categories
of Baumert and Kunter (2006), the theory-based reflection definition of Wyss (2013, p. 5) and the multi-perspective reflection
tool developed by Keller-Schneider (2020). Finally, it is proposed to mirror the development of professional
knowledge with reflection competences for the teaching profession