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Eine wichtige Rolle spielen dabei der sogenannte Habitus der Lehrer*innen und dessen (Nicht-)Passung zur sozialen Herkunft der Schüler*innen. In diesem Text stelle ich die Frage, wie angehende Lehrer*innen im Studium unterstützt werden können, die Bedeutung eigener habitueller Prägungen für das professionelle Handeln als Lehrperson zu reflektieren. Ganz besonders befasse ich mich mit der Rolle der Lehrer*innenbildner*innen bei der Förderung von solchen habitusreflexiven Kompetenzen. Hier spielen das Selbst der Hochschullehrenden und die bildungsbiographischen Erfahrungen, die auf dem Weg in die Hochschule gemacht wurden, eine wichtige Rolle.","lang":"eng"}],"issue":"5","publication":"PraxisForschungLehrer*innenbildung","doi":"10.11576/PFLB-4801","language":[{"iso":"eng"}],"main_file_link":[{"url":"https://www.pflb-journal.de/index.php/pflb/article/view/4801","open_access":"1"}],"intvolume":"         3","date_updated":"2024-03-21T15:13:01Z","author":[{"last_name":"Jenert","first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","id":"71994"}],"year":"2021","title":"Anderssein als Ressource: Habitus und Habitusreflexion in der Lehrer*innenbildung","oa":"1","quality_controlled":"1","citation":{"mla":"Jenert, Tobias. “Anderssein Als Ressource: Habitus Und Habitusreflexion in Der Lehrer*innenbildung.” <i>PraxisForschungLehrer*innenbildung</i>, vol. 3, no. 5, 2021, pp. 82–92, doi:<a href=\"https://doi.org/10.11576/PFLB-4801\">10.11576/PFLB-4801</a>.","ama":"Jenert T. 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Jenert, “Anderssein als Ressource: Habitus und Habitusreflexion in der Lehrer*innenbildung,” <i>PraxisForschungLehrer*innenbildung</i>, vol. 3, no. 5, pp. 82–92, 2021, doi: <a href=\"https://doi.org/10.11576/PFLB-4801\">10.11576/PFLB-4801</a>.","chicago":"Jenert, Tobias. “Anderssein Als Ressource: Habitus Und Habitusreflexion in Der Lehrer*innenbildung.” <i>PraxisForschungLehrer*innenbildung</i> 3, no. 5 (2021): 82–92. <a href=\"https://doi.org/10.11576/PFLB-4801\">https://doi.org/10.11576/PFLB-4801</a>.","short":"T. 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(2021). From entrepreneurial experience to expertise: A self-regulated learning perspective. <i>Journal of Small Business Management</i>, <i>61</i>(4), 2071–2096. <a href=\"https://doi.org/10.1080/00472778.2021.1883041\">https://doi.org/10.1080/00472778.2021.1883041</a>","ieee":"C. Winkler, A. Fust, and T. Jenert, “From entrepreneurial experience to expertise: A self-regulated learning perspective,” <i>Journal of Small Business Management</i>, vol. 61, no. 4, pp. 2071–2096, 2021, doi: <a href=\"https://doi.org/10.1080/00472778.2021.1883041\">10.1080/00472778.2021.1883041</a>.","short":"C. Winkler, A. Fust, T. Jenert, Journal of Small Business Management 61 (2021) 2071–2096.","chicago":"Winkler, Christoph, Alexander Fust, and Tobias Jenert. “From Entrepreneurial Experience to Expertise: A Self-Regulated Learning Perspective.” <i>Journal of Small Business Management</i> 61, no. 4 (2021): 2071–96. <a href=\"https://doi.org/10.1080/00472778.2021.1883041\">https://doi.org/10.1080/00472778.2021.1883041</a>.","mla":"Winkler, Christoph, et al. “From Entrepreneurial Experience to Expertise: A Self-Regulated Learning Perspective.” <i>Journal of Small Business Management</i>, vol. 61, no. 4, Informa UK Limited, 2021, pp. 2071–96, doi:<a href=\"https://doi.org/10.1080/00472778.2021.1883041\">10.1080/00472778.2021.1883041</a>.","ama":"Winkler C, Fust A, Jenert T. From entrepreneurial experience to expertise: A self-regulated learning perspective. <i>Journal of Small Business Management</i>. 2021;61(4):2071-2096. doi:<a href=\"https://doi.org/10.1080/00472778.2021.1883041\">10.1080/00472778.2021.1883041</a>","bibtex":"@article{Winkler_Fust_Jenert_2021, title={From entrepreneurial experience to expertise: A self-regulated learning perspective}, volume={61}, DOI={<a href=\"https://doi.org/10.1080/00472778.2021.1883041\">10.1080/00472778.2021.1883041</a>}, number={4}, journal={Journal of Small Business Management}, publisher={Informa UK Limited}, author={Winkler, Christoph and Fust, Alexander and Jenert, Tobias}, year={2021}, pages={2071–2096} }"},"status":"public","user_id":"71994","volume":61,"page":"2071-2096","_id":"52705","publisher":"Informa UK Limited"},{"department":[{"_id":"208"}],"type":"book_chapter","date_created":"2024-03-21T15:46:21Z","place":"Stuttgart","quality_controlled":"1","citation":{"mla":"Jenert, Tobias. “Gestaltung von Studienangeboten. Konzepte, Modelle, Perspektiven.” <i>Handbuch Hochschuldidaktik</i>, edited by Robert Kordts-Freudinger et al., UTB, 2021, pp. 349–62.","ama":"Jenert T. Gestaltung von Studienangeboten. Konzepte, Modelle, Perspektiven. In: Kordts-Freudinger R, Schaper N, Scholkmann A, Szczyrba B, eds. <i>Handbuch Hochschuldidaktik</i>. UTB; 2021:349-362.","bibtex":"@inbook{Jenert_2021, place={Stuttgart}, title={Gestaltung von Studienangeboten. Konzepte, Modelle, Perspektiven}, booktitle={Handbuch Hochschuldidaktik}, publisher={UTB}, author={Jenert, Tobias}, editor={Kordts-Freudinger, Robert and Schaper, Niklas and Scholkmann, Antonia and Szczyrba, Birgit}, year={2021}, pages={349–362} }","apa":"Jenert, T. (2021). Gestaltung von Studienangeboten. Konzepte, Modelle, Perspektiven. In R. Kordts-Freudinger, N. Schaper, A. Scholkmann, &#38; B. Szczyrba (Eds.), <i>Handbuch Hochschuldidaktik</i> (pp. 349–362). UTB.","ieee":"T. Jenert, “Gestaltung von Studienangeboten. Konzepte, Modelle, Perspektiven,” in <i>Handbuch Hochschuldidaktik</i>, R. Kordts-Freudinger, N. Schaper, A. Scholkmann, and B. Szczyrba, Eds. Stuttgart: UTB, 2021, pp. 349–362.","short":"T. Jenert, in: R. Kordts-Freudinger, N. Schaper, A. Scholkmann, B. Szczyrba (Eds.), Handbuch Hochschuldidaktik, UTB, Stuttgart, 2021, pp. 349–362.","chicago":"Jenert, Tobias. “Gestaltung von Studienangeboten. Konzepte, Modelle, Perspektiven.” In <i>Handbuch Hochschuldidaktik</i>, edited by Robert Kordts-Freudinger, Niklas Schaper, Antonia Scholkmann, and Birgit Szczyrba, 349–62. Stuttgart: UTB, 2021."},"publication":"Handbuch Hochschuldidaktik","editor":[{"full_name":"Kordts-Freudinger, Robert","first_name":"Robert","last_name":"Kordts-Freudinger"},{"full_name":"Schaper, Niklas","last_name":"Schaper","first_name":"Niklas"},{"last_name":"Scholkmann","first_name":"Antonia","full_name":"Scholkmann, Antonia"},{"full_name":"Szczyrba, Birgit","first_name":"Birgit","last_name":"Szczyrba"}],"user_id":"71994","language":[{"iso":"ger"}],"_id":"52715","publisher":"UTB","page":"349-362","publication_status":"published","date_updated":"2024-03-21T16:14:49Z","publication_identifier":{"eisbn":["9783838554082"],"isbn":["9783825254087"]},"author":[{"id":"71994","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias","last_name":"Jenert","full_name":"Jenert, Tobias"}],"title":"Gestaltung von Studienangeboten. Konzepte, Modelle, Perspektiven","status":"public","year":"2021"},{"oa":"1","quality_controlled":"1","citation":{"chicago":"Jenert, Tobias, and Taiga Brahm. “The Interplay of Personal and Contextual Diversity during the First Year at Higher Education: Combining a Quantitative and a Qualitative Approach.” <i>Frontline Learning Research</i> 9, no. 2 (2021): 50–77. <a href=\"https://doi.org/10.14786/flr.v9i2.669\">https://doi.org/10.14786/flr.v9i2.669</a>.","short":"T. Jenert, T. Brahm, Frontline Learning Research 9 (2021) 50–77.","ieee":"T. Jenert and T. Brahm, “The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach,” <i>Frontline Learning Research</i>, vol. 9, no. 2, pp. 50–77, 2021, doi: <a href=\"https://doi.org/10.14786/flr.v9i2.669\">10.14786/flr.v9i2.669</a>.","apa":"Jenert, T., &#38; Brahm, T. (2021). The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach. <i>Frontline Learning Research</i>, <i>9</i>(2), 50–77. <a href=\"https://doi.org/10.14786/flr.v9i2.669\">https://doi.org/10.14786/flr.v9i2.669</a>","bibtex":"@article{Jenert_Brahm_2021, title={The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach}, volume={9}, DOI={<a href=\"https://doi.org/10.14786/flr.v9i2.669\">10.14786/flr.v9i2.669</a>}, number={2}, journal={Frontline Learning Research}, publisher={EARLI}, author={Jenert, Tobias and Brahm, Taiga}, year={2021}, pages={50–77} }","ama":"Jenert T, Brahm T. The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach. <i>Frontline Learning Research</i>. 2021;9(2):50-77. doi:<a href=\"https://doi.org/10.14786/flr.v9i2.669\">10.14786/flr.v9i2.669</a>","mla":"Jenert, Tobias, and Taiga Brahm. “The Interplay of Personal and Contextual Diversity during the First Year at Higher Education: Combining a Quantitative and a Qualitative Approach.” <i>Frontline Learning Research</i>, vol. 9, no. 2, EARLI, 2021, pp. 50–77, doi:<a href=\"https://doi.org/10.14786/flr.v9i2.669\">10.14786/flr.v9i2.669</a>."},"volume":9,"user_id":"71994","_id":"52704","publisher":"EARLI","page":"50-77","status":"public","department":[{"_id":"208"}],"keyword":["Education"],"type":"journal_article","date_created":"2024-03-21T13:24:53Z","related_material":{"link":[{"relation":"confirmation","url":"https://journals.sfu.ca/flr/index.php/journal/article/view/669"}]},"abstract":[{"text":"<jats:p>\r\nResearch on student transition into Higher Education (HE) has taken different theoretical perspectives. First, studies investigated personal variables such as students´ self-efficacy, emotions and motivation regarding the transition from school to HE. A second strand of research focused on contextual variables, for instance college effectiveness research. With this paper, we combine both the personal and the contextual approach. We aim to investigate the interaction between personal and contextual diversity during the transition into HE, taking into account students’ diversity in particular with regard to gender and individual characteristics, such as self-efficacy. We explored the heterogeneity in students’ personal characteristics by conducting a latent profile analysis (LPA) based on students’ intrinsic motivation, self-efficacy and anxiety before entering Higher Education. LPA resulted in three distinct profiles, with significant differences in how students perceived the first year. This finding suggests that students’ personal characteristics when entering Higher Education influence how they experience the study environment. To investigate the interplay between individual and contextual differences in more detail, we conducted a qualitative longitudinal study with 14 first-year students in parallel with the panel survey. We found that individual students react very differently to specific characteristics and events of the first-year environment. Our study adds to the growing body of research that aims to grasp the complexity of interactions between individual and contextual differences. Specifically, we illustrate how combining quantitative and qualitative methods can provide new insights into person-context interactions.\r\n</jats:p>","lang":"eng"}],"issue":"2","publication":"Frontline Learning Research","doi":"10.14786/flr.v9i2.669","language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1"}],"intvolume":"         9","date_updated":"2024-03-21T16:24:39Z","publication_status":"published","author":[{"last_name":"Jenert","first_name":"Tobias","full_name":"Jenert, Tobias"},{"full_name":"Brahm, Taiga","first_name":"Taiga","last_name":"Brahm"}],"publication_identifier":{"issn":["2295-3159"]},"title":"The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach","year":"2021"},{"doi":"10.1515/9783839455654-007","user_id":"71994","page":"57-66","publisher":"transcript Verlag","_id":"25642","language":[{"iso":"eng"}],"date_updated":"2024-03-21T16:22:34Z","status":"public","year":"2021","title":"Curriculumforschung","author":[{"full_name":"Jenert, Tobias","first_name":"Tobias","last_name":"Jenert"}],"type":"book_chapter","department":[{"_id":"208"}],"date_created":"2021-10-07T09:33:33Z","publication":"Handbuch Transdisziplinäre Didaktik","citation":{"short":"T. Jenert, in: Handbuch Transdisziplinäre Didaktik, transcript Verlag, 2021, pp. 57–66.","chicago":"Jenert, Tobias. “Curriculumforschung.” In <i>Handbuch Transdisziplinäre Didaktik</i>, 57–66. transcript Verlag, 2021. <a href=\"https://doi.org/10.1515/9783839455654-007\">https://doi.org/10.1515/9783839455654-007</a>.","apa":"Jenert, T. (2021). Curriculumforschung. In <i>Handbuch Transdisziplinäre Didaktik</i> (pp. 57–66). transcript Verlag. <a href=\"https://doi.org/10.1515/9783839455654-007\">https://doi.org/10.1515/9783839455654-007</a>","ieee":"T. Jenert, “Curriculumforschung,” in <i>Handbuch Transdisziplinäre Didaktik</i>, transcript Verlag, 2021, pp. 57–66.","ama":"Jenert T. Curriculumforschung. In: <i>Handbuch Transdisziplinäre Didaktik</i>. transcript Verlag; 2021:57-66. doi:<a href=\"https://doi.org/10.1515/9783839455654-007\">10.1515/9783839455654-007</a>","bibtex":"@inbook{Jenert_2021, title={Curriculumforschung}, DOI={<a href=\"https://doi.org/10.1515/9783839455654-007\">10.1515/9783839455654-007</a>}, booktitle={Handbuch Transdisziplinäre Didaktik}, publisher={transcript Verlag}, author={Jenert, Tobias}, year={2021}, pages={57–66} }","mla":"Jenert, Tobias. “Curriculumforschung.” <i>Handbuch Transdisziplinäre Didaktik</i>, transcript Verlag, 2021, pp. 57–66, doi:<a href=\"https://doi.org/10.1515/9783839455654-007\">10.1515/9783839455654-007</a>."}}]