According to Baumert & Kunter (2006) the professional action competence of teachers consists of profession, motivational orientations, ability of self-regulation and convictions, stances resp. attitudes.

These inner approaches to an issue or to people resp. groups represent among other things subjective systems of explanation.

If they are based on wrong premises or non-knowledge, they can restrict the actions of teachers or even generate self-fulfilling expectancy effects on the teaching-learning-context.

Thereby, the reflective examination of the personal attitudes and the deliberate review, to what extent the personal appraisal systems possibly restrict the action, are important components in all phases of teacher training (Bromme, 1997; Woolfolk Hoy et al. 2006).

Huber (2015) deems it essential, that parties interested in the teaching profession consider by means of diagnostic self- and external-assessment (e.g. Counseling for Teachers (CCT), “Fit für den Lehrerberuf”, The Bochum Inventory for profession-related Personality description (BIP), skills profile school management (KPSM)) the professional requirements profile and personal expectations, necessary skills and motivation situations before commencing said studies .

But how do things get even further? How do lecturers, undergraduate students and mentors handle with the data from CCT, GDP and KPSM in the advancements of the first phase of the teacher training?
MoSAik (Modular school practice integration as a starting point for the individual competence development) is a project at the Koblenz-Landau University that starts at shown problematic. The aim of the project is to interweave education elements at university with internships at school much better.
Hence in subprojects of MoSAiK developed measures and strategies with different emphases are coordinated, examined and evaluated by a main task force.

The empirical study outlined here flanks the scientific work program of MoSAiK. Main focus of the inquiry is the connection between stances or attitudes of the students to the occupational role plus teaching profession and the development of educational action competence and leadership competence in the first phase of the academic teacher training.

The results contributes to the consultation offer to the reflection of own vocational experiences and abilities and already open up possibilities of the self-restraint at the beginning of the bachelor study.

Potential- and leadership-relevant experiences, perceptions, self-assessments and feedbacks shall be registered in a portfolio.

Specific learning and developmental tasks can be documented there as well as their independent and autonomous handling/ adaption.

In preparation for the subsequent internships the test results can furthermore be used in order to open and sharpen the view of the prospective teachers for leadership and “school as an organization/system/institution”.

Beyond that, implications for the specific configuration of the teaching-learning-arrangements for the development of competences to educational leadership in education can be formulated from the test results.

In teaching simulations or exercises in small groups and role playing games as well as case studies and cooperative learning projects the students can gain first trial-identifications in the new role and a new outlook on the context of school / learning.

On the basis of the collected and evaluated data tendencies to preferred leadership styles may be identified.

Assume like George (2003) that the leadership style at top of an organization sways momentous changes on the ambient world), so the development of the attitude of the students could be seen as a mirror of the performed leadership styles within the university.

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