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Sureth-Sloane, Frankfurter Allgemeine Zeitung 261 (2025).","bibtex":"@article{Giese_Schulz_Sureth-Sloane_2025, title={Paragraphen und Künstliche Intelligenz meistern: Welche Steuerprofis Unternehmen suchen. }, volume={261}, number={16}, journal={Frankfurter Allgemeine Zeitung}, author={Giese, Henning and Schulz, Kim Alina and Sureth-Sloane, Caren}, year={2025} }","apa":"Giese, H., Schulz, K. A., &#38; Sureth-Sloane, C. (2025). Paragraphen und Künstliche Intelligenz meistern: Welche Steuerprofis Unternehmen suchen. . <i>Frankfurter Allgemeine Zeitung</i>, <i>261</i>(16)."},"year":"2025","volume":261,"author":[{"first_name":"Henning","last_name":"Giese","full_name":"Giese, Henning","id":"92812"},{"last_name":"Schulz","id":"68607","full_name":"Schulz, Kim Alina","first_name":"Kim Alina"},{"full_name":"Sureth-Sloane, Caren","id":"530","orcid":" 0000-0002-8183-5901","last_name":"Sureth-Sloane","first_name":"Caren"}],"date_created":"2025-11-13T08:10:41Z","date_updated":"2025-11-13T08:11:00Z","title":"Paragraphen und Künstliche Intelligenz meistern: Welche Steuerprofis Unternehmen suchen. 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Sänger, Digitale Kompetenzen für Lehrkräfte in der beruflichen Bildung – Beiträge zur Modellierung, Messung und Förderung, 2025.","mla":"Sänger, Niklas. <i>Digitale Kompetenzen für Lehrkräfte in der beruflichen Bildung – Beiträge zur Modellierung, Messung und Förderung</i>. 2025, doi:<a href=\"https://doi.org/10.17619/UNIPB/1-2314\">10.17619/UNIPB/1-2314</a>.","bibtex":"@book{Sänger_2025, title={Digitale Kompetenzen für Lehrkräfte in der beruflichen Bildung – Beiträge zur Modellierung, Messung und Förderung}, DOI={<a href=\"https://doi.org/10.17619/UNIPB/1-2314\">10.17619/UNIPB/1-2314</a>}, author={Sänger, Niklas}, year={2025} }","apa":"Sänger, N. (2025). <i>Digitale Kompetenzen für Lehrkräfte in der beruflichen Bildung – Beiträge zur Modellierung, Messung und Förderung</i>. <a href=\"https://doi.org/10.17619/UNIPB/1-2314\">https://doi.org/10.17619/UNIPB/1-2314</a>","ama":"Sänger N. <i>Digitale Kompetenzen für Lehrkräfte in der beruflichen Bildung – Beiträge zur Modellierung, Messung und Förderung</i>.; 2025. doi:<a href=\"https://doi.org/10.17619/UNIPB/1-2314\">10.17619/UNIPB/1-2314</a>","ieee":"N. Sänger, <i>Digitale Kompetenzen für Lehrkräfte in der beruflichen Bildung – Beiträge zur Modellierung, Messung und Förderung</i>. 2025.","chicago":"Sänger, Niklas. <i>Digitale Kompetenzen für Lehrkräfte in der beruflichen Bildung – Beiträge zur Modellierung, Messung und Förderung</i>, 2025. <a href=\"https://doi.org/10.17619/UNIPB/1-2314\">https://doi.org/10.17619/UNIPB/1-2314</a>."},"year":"2025","doi":"10.17619/UNIPB/1-2314","title":"Digitale Kompetenzen für Lehrkräfte in der beruflichen Bildung – Beiträge zur Modellierung, Messung und Förderung","date_created":"2025-06-27T07:43:20Z","author":[{"first_name":"Niklas","orcid":"https://orcid.org/0009-0007-2292-9063","last_name":"Sänger","full_name":"Sänger, Niklas","id":"49812"}],"date_updated":"2025-12-08T10:39:05Z","status":"public","abstract":[{"lang":"ger","text":"Die digitale Transformation stellt Lehrkräfte vor eine doppelte Herausforderung: Sie sind selbst Lernende im Zuge des Wandels und gleichzeitig dafür verantwortlich, digitale Kompetenzen bei ihren Lernenden zu fördern. Aus Sicht der beruflichen Bildung besteht eine weitere Herausforderung darin, dass Lehrkräfte zwischen zwei inhaltlichen Referenzsystemen – wissenschaftsorientiertem Fachwissen und praxisbezogenem beruflichem Wissen – vermitteln müssen. Bisherige Forschungsarbeiten fokussieren jedoch primär medienpädagogische Aspekte und vernachlässigen den Einfluss der digitalen Transformation auf die fachlichen Lerngegenstände sowie damit verbundene fachdidaktische Implikationen. Die Dissertation adressiert diese Forschungslücke, indem sie untersucht, wie digitale Kompetenzen von Lehrkräften in der beruflichen Bildung konzeptualisiert, empirisch erfasst und curricular integriert werden können. Sie verfolgt dabei drei zentrale Fragestellungen: (1) Wie lassen sich digitale Kompetenzen im Kontext des doppelten Gegenstandsbezugs theoretisch fundieren? (2) Wie kann ein entsprechendes Kompetenzmodell empirisch operationalisiert werden? (3) Welche Implikationen ergeben sich daraus für die curriculare Gestaltung von Lehramtsstudiengängen? Im Rahmen der kumulativen Dissertation wird zunächst das TPACK-Modell kritisch analysiert und für den Kontext der beruflichen Bildung erweitert. Darauf aufbauend wird ein Messinstrument zur Erfassung digitaler Kompetenzen entwickelt und empirisch validiert. Zudem wird ein hochschuldidaktisches Konzept zur curricularen Integration digitaler Kompetenzen entwickelt und reflektiert. Die Ergebnisse zeigen, dass der doppelte Gegenstandsbezug ein zentrales Strukturmerkmal digitaler Kompetenzen in der beruflichen Bildung darstellt und bei der Ausbildung von Lehrkräften systematisch berücksichtigt werden muss. Die Dissertation leistet einen konzeptionellen und empirischen Beitrag für den Diskurs um digitale Kompetenzen in der beruflichen Bildung und gibt konkrete Impulse für die Professionalisierung von Lehrkräften im Zuge der digitalen Transformation."}],"type":"dissertation","language":[{"iso":"ger"}],"department":[{"_id":"208"},{"_id":"282"},{"_id":"640"}],"user_id":"71994","_id":"60433"},{"page":"1-17","citation":{"ieee":"I. Scharlau and T. Jenert, “Didaktische Überlegungen in der Psychologie,” in <i>Psychologiedidaktik an allgemeinbildenden und beruflichen Schulen: Ein Lehrbuch mit Unterrichtsmaterialien</i>, I. Scharlau, E. Bender, J. Patrzek, and C. Schreiber, Eds. 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KG","abstract":[{"text":"<p>This handbook systematises the current state of knowledge on subjects of higher education research. It examines research, teaching and studies, the transfer of knowledge related to research and teaching as well as universities as organisations and their functions in the education and training systems. By looking at the topics over time, this standard work also provides information on university developments and their current state. The following question is answered in 60 articles: What do we currently know about the topic under discussion, what is the current state of research and what has remained unanswered so far? This book is aimed at higher education, academic and educational research as well as practitioners in higher education development and higher education policy.<bold>With contributions by</bold>Nicole Auferkorte-Michaelis | Julia Backhaus | Ulf Banscherus | Annette Barkhaus | Lukas Baschung | Lorenz Blume | Stefan Böschen | Carla Bohndick | Gesche Brandt | Kolja Briedis | Rainer Bromme | Till Bruckermann | Juri Dachtera | Jennifer Dusdal | Melinda Erdmann | Gregor Fabian | Marian Füssel | Max-Emanuel Geis | Nicolai Götze | Gabriele Gramelsberger | Insa Großkraumbach | Julian Hamann | Christophe Heger | Thomas Heinze | Justus Henke | Sandra Hofhues | Arlette Jappe | Tobias Jenert | Stefan John | Wolfgang Jütte | Marco Kalz | Michael Kerres | Bernd Kleimann | Robert Kordts | Anna Kosmützky | Georg Krücken | Ines Langemeyer | Michelle Latta | Inge Leurs | Avelina Lovis-Schmidt | Sylvi Mauermeister | Marianne Merkt | Björn Möller | Richard Münch | Martin Neugebauer | Axel Oberschelp | Peer Pasternack | Attila Pausits | Axel Philipps | Manuel Pietzonka | Philipp Pohlenz | Justin J. W. Powell | Carole Probst | Martin Reinhart | Gabi Reinmann | Rüdiger Rhein | Heiner Rindermann | Heinke Röbken | Ronny Röwert | Gudrun Rohde | Niclas Schaper | Mandy Schiefner-Rohs | Christian Schneijderberg | Elmar Schüll | Marcel Schütz | Dagmar Simon | Isabel Steinhardt | Jana Stibbe | Friedrich Stratmann | Niels Taubert | Ulrich Teichler | Ewald Terhart | Peter Tremp | Martin Unger | Susanne de Vogel | Klaus Wannemacher | Christian Wassmer | Inka Wertz | Oliver Wieczorek | Johanna Witte | Andrä Wolter | Grit Würmseer</p>","lang":"eng"}],"publication":"Hochschulforschung","language":[{"iso":"eng"}],"citation":{"chicago":"Jenert, Tobias. “Studiengangentwicklung.” In <i>Hochschulforschung</i>, edited by Peer Pasternack, Gabi Reinmann, and Christian Schneijderberg, 317–26. Nomos Verlagsgesellschaft mbH &#38; Co. KG, 2025. <a href=\"https://doi.org/10.5771/9783748943334\">https://doi.org/10.5771/9783748943334</a>.","ieee":"T. Jenert, “Studiengangentwicklung,” in <i>Hochschulforschung</i>, P. Pasternack, G. Reinmann, and C. Schneijderberg, Eds. Nomos Verlagsgesellschaft mbH &#38; Co. KG, 2025, pp. 317–326.","ama":"Jenert T. Studiengangentwicklung. In: Pasternack P, Reinmann G, Schneijderberg C, eds. <i>Hochschulforschung</i>. Nomos Verlagsgesellschaft mbH &#38; Co. KG; 2025:317-326. doi:<a href=\"https://doi.org/10.5771/9783748943334\">10.5771/9783748943334</a>","bibtex":"@inbook{Jenert_2025, title={Studiengangentwicklung}, DOI={<a href=\"https://doi.org/10.5771/9783748943334\">10.5771/9783748943334</a>}, booktitle={Hochschulforschung}, publisher={Nomos Verlagsgesellschaft mbH &#38; Co. KG}, author={Jenert, Tobias}, editor={Pasternack, Peer and Reinmann, Gabi and Schneijderberg, Christian}, year={2025}, pages={317–326} }","short":"T. Jenert, in: P. Pasternack, G. Reinmann, C. Schneijderberg (Eds.), Hochschulforschung, Nomos Verlagsgesellschaft mbH &#38; Co. 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