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Cologne, Germany, 2022."},"language":[{"iso":"eng"}],"place":"Cologne, Germany","title":"EU-CERT - European Certificates and Accreditation for European Projects","user_id":"14931","author":[{"first_name":"Jennifer Nicole","full_name":"Schneider, Jennifer Nicole","last_name":"Schneider","id":"49590"}],"department":[{"_id":"210"}],"status":"public","date_created":"2023-10-18T07:49:45Z","project":[{"name":"EU-CERT: EU-CERT European Certificates and Accreditation for European Projects","_id":"624"}]},{"date_updated":"2024-03-21T15:06:51Z","doi":"10.1007/s10734-022-00889-7","language":[{"iso":"eng"}],"title":"Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany","department":[{"_id":"282"},{"_id":"208"}],"publication_identifier":{"issn":["0018-1560","1573-174X"]},"publication_status":"published","_id":"47627","intvolume":" 85","issue":"6","main_file_link":[{"url":"https://doi.org/10.1007/s10734-022-00889-7"}],"page":"1257-1279","year":"2022","type":"journal_article","citation":{"mla":"Mordhorst, Lisa, and Tobias Jenert. “Curricular Integration of Academic and Vocational Education: A Theory-Based Empirical Typology of Dual Study Programmes in Germany.” Higher Education, vol. 85, no. 6, Springer Science and Business Media LLC, 2022, pp. 1257–79, doi:10.1007/s10734-022-00889-7.","bibtex":"@article{Mordhorst_Jenert_2022, title={Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany}, volume={85}, DOI={10.1007/s10734-022-00889-7}, number={6}, journal={Higher Education}, publisher={Springer Science and Business Media LLC}, author={Mordhorst, Lisa and Jenert, Tobias}, year={2022}, pages={1257–1279} }","apa":"Mordhorst, L., & Jenert, T. (2022). Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany. Higher Education, 85(6), 1257–1279. https://doi.org/10.1007/s10734-022-00889-7","ama":"Mordhorst L, Jenert T. Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany. Higher Education. 2022;85(6):1257-1279. doi:10.1007/s10734-022-00889-7","chicago":"Mordhorst, Lisa, and Tobias Jenert. “Curricular Integration of Academic and Vocational Education: A Theory-Based Empirical Typology of Dual Study Programmes in Germany.” Higher Education 85, no. 6 (2022): 1257–79. https://doi.org/10.1007/s10734-022-00889-7.","ieee":"L. Mordhorst and T. Jenert, “Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany,” Higher Education, vol. 85, no. 6, pp. 1257–1279, 2022, doi: 10.1007/s10734-022-00889-7.","short":"L. Mordhorst, T. Jenert, Higher Education 85 (2022) 1257–1279."},"abstract":[{"text":"In Germany, dual learning programmes are increasingly offered by higher education institutions. These programmes’ main characteristic and greatest challenge is their integration of academic and vocational learning. So far, this challenge has frequently been stated without specifying its exact nature and consequences for learners. The present study addresses this pedagogical research gap and examines the extent of variation in the degree of integration among dual study programmes. With reference to curriculum theory, the study develops an empirical typology of curricular integration in dual programmes. The data sample consists of 152 programmes at (dual) universities and universities of applied sciences. Data is analysed using hierarchical cluster analysis. Results indicate that the currently prevailing forms of curricular integration should best be differentiated according to five types. The five overlapping types of integration are located on a continuum ranging from parallelism through organisational linking to full curricular integration targeted immediately at students’ personal integration. The analysis confirms that there are problems with complying with integration standards set on the policy level. Above all, the study offers new insights on what marks the diverse integration landscape of dual study programmes. It proves that approaches to integration are more differentiated than previous research has shown.","lang":"eng"}],"article_type":"original","user_id":"71994","publication":"Higher Education","keyword":["Dual study programmes · Curricular integration · Curriculum theory · Empirical typology · Cluster analysis · Germany"],"quality_controlled":"1","publisher":"Springer Science and Business Media LLC","author":[{"first_name":"Lisa","full_name":"Mordhorst, Lisa","last_name":"Mordhorst","id":"81839"},{"full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias","id":"71994","last_name":"Jenert"}],"volume":85,"date_created":"2023-10-05T09:25:30Z","status":"public"},{"_id":"33864","main_file_link":[{"open_access":"1","url":"https://www.transcript-open.de/doi/10.14361/9783839460979-008"}],"type":"book_chapter","year":"2022","citation":{"mla":"Jenert, Tobias, and Ingrid Scharlau. “Wissenschaftsdidaktik als Verständigung über wissenschaftliches Handeln – eine Auslegeordnung.” Wissenschaftsdidaktik I: Einführung, edited by Gabi Reinmann and Rüdiger Rhein, transcript, 2022, pp. 155–79, doi:10.14361/9783839460979-008.","bibtex":"@inbook{Jenert_Scharlau_2022, place={Bielefeld}, title={Wissenschaftsdidaktik als Verständigung über wissenschaftliches Handeln – eine Auslegeordnung}, DOI={10.14361/9783839460979-008}, booktitle={Wissenschaftsdidaktik I: Einführung}, publisher={transcript}, author={Jenert, Tobias and Scharlau, Ingrid}, editor={Reinmann, Gabi and Rhein, Rüdiger}, year={2022}, pages={155–179} }","chicago":"Jenert, Tobias, and Ingrid Scharlau. “Wissenschaftsdidaktik als Verständigung über wissenschaftliches Handeln – eine Auslegeordnung.” In Wissenschaftsdidaktik I: Einführung, edited by Gabi Reinmann and Rüdiger Rhein, 155–79. Bielefeld: transcript, 2022. https://doi.org/10.14361/9783839460979-008.","apa":"Jenert, T., & Scharlau, I. (2022). Wissenschaftsdidaktik als Verständigung über wissenschaftliches Handeln – eine Auslegeordnung. In G. Reinmann & R. Rhein (Eds.), Wissenschaftsdidaktik I: Einführung (pp. 155–179). transcript. https://doi.org/10.14361/9783839460979-008","ama":"Jenert T, Scharlau I. Wissenschaftsdidaktik als Verständigung über wissenschaftliches Handeln – eine Auslegeordnung. In: Reinmann G, Rhein R, eds. Wissenschaftsdidaktik I: Einführung. transcript; 2022:155-179. doi:10.14361/9783839460979-008","ieee":"T. Jenert and I. Scharlau, “Wissenschaftsdidaktik als Verständigung über wissenschaftliches Handeln – eine Auslegeordnung,” in Wissenschaftsdidaktik I: Einführung, G. Reinmann and R. Rhein, Eds. Bielefeld: transcript, 2022, pp. 155–179.","short":"T. Jenert, I. Scharlau, in: G. Reinmann, R. Rhein (Eds.), Wissenschaftsdidaktik I: Einführung, transcript, Bielefeld, 2022, pp. 155–179."},"page":"155 - 179","abstract":[{"text":"Im Zentrum Beitrags steht die Frage nach dem Spezifischen einer Didaktik im Wissenschafts- bzw. Hochschulkontext. Dabei hat die Organisation des Wissenschaftssystems in Disziplinen bzw. disziplinäre Gemeinschaften eine besondere Bedeutung. Disziplinen entwickeln spezifische Praktiken, die das Handeln ihrer Angehörigen prägen und sich in Fachkulturen zeigen. Diese Praktiken werden insbesondere an kommunikativen Artefakten sichtbar. Für Personen außerhalb einer disziplinären Gemeinschaft und ganz besonders für jene, die keinen direkten Bezug zum Wissenschaftssystem haben, sind disziplinäre Praktiken häufig schwer zu erschließen. Unsere Konzeption von Wissenschaftsdidaktik lenkt den Blick auf die impliziten Praktiken wissenschaftlicher Disziplinen. Aufgabe von Wissenschaftsdidaktik ist es dem- nach, erstens die impliziten disziplinären Sinnstrukturen, die hinter bestimmten Prak- tiken stehen und in kommunikativen Handlungen und Artefakten verschlüsselt sind, zu entschlüsseln. Zweitens ist es notwendig, die Wahrnehmung disziplinärer Praktiken durch die Studierenden zu analysieren und Differenzen zum Sinnverstehen von Wissenschaftler:innen zu identifizieren. Ausgehend davon kann dann drittens auf eine Verständigung über die Praktiken und deren Sinngehalt hingearbeitet werden. Der Beitrag formuliert die Grundzüge einer Wissenschaftsdidaktik, welche Verständigung über die Praktiken wissenschaftlicher Disziplinen zu einem Kernbestandteil akademischer Lehre macht. Dazu gehört auch ein Moment von Wissenschaftskritik, das auf die Disziplinen und deren Praktiken selbst zurückwirkt. Wissenschaftsdidaktik in diesem Sinne verlangt, den Blick Dritter auf die Praktiken der eigenen Disziplin einzunehmen. Dazu gehör auch, sich einzugestehen, wenn Praktiken keinen Sinn für wissenschaftliche Erkenntnisprozesse (mehr) aufweisen bzw. diesen verloren haben.","lang":"ger"}],"user_id":"71994","author":[{"orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","first_name":"Tobias","id":"71994","last_name":"Jenert"},{"orcid":"0000-0003-2364-9489","full_name":"Scharlau, Ingrid","first_name":"Ingrid","id":"451","last_name":"Scharlau"}],"quality_controlled":"1","publisher":"transcript","publication":"Wissenschaftsdidaktik I: Einführung","keyword":["Wissenschaftsdidaktik","Fachsozialisation","Wissenschaftskritik","Verständigung","Fachkultur","akademische Praktiken","Unterrichtsfach Psychologie"],"status":"public","date_created":"2022-10-24T06:48:14Z","date_updated":"2024-03-21T15:10:02Z","oa":"1","doi":"10.14361/9783839460979-008","language":[{"iso":"ger"}],"place":"Bielefeld","title":"Wissenschaftsdidaktik als Verständigung über wissenschaftliches Handeln – eine Auslegeordnung","department":[{"_id":"424"},{"_id":"208"}],"project":[{"name":"DigiSelF: DigiSelF - Digitalisierung als Herausforderung und Innovation in der Hochschullehre: Einsatz digitaler Hilfsmittel zur Förderung von Selbststeuerung","_id":"608"}],"editor":[{"full_name":"Reinmann, Gabi","first_name":"Gabi","last_name":"Reinmann"},{"last_name":"Rhein","first_name":"Rüdiger","full_name":"Rhein, Rüdiger"}],"publication_identifier":{"unknown":["978-3-8394-6097-9"]},"publication_status":"published"},{"language":[{"iso":"ger"}],"date_updated":"2024-03-21T15:10:50Z","publication_status":"published","project":[{"_id":"603","name":"DiPoLe: Digitale Prozessintegration in der beruflichen Lehrerbildung"}],"department":[{"_id":"208"}],"title":"Digitale Transformation der Berufs- und Arbeitswelt – Einblicke in die fachdidaktische Gestaltung der beruflichen Fachrichtung ‚Wirtschaft und Verwaltung‘","type":"journal_article","citation":{"chicago":"Jenert, Tobias, H.-Hugo Kremer, and Niklas Sänger. “Digitale Transformation der Berufs- und Arbeitswelt – Einblicke in die fachdidaktische Gestaltung der beruflichen Fachrichtung ‚Wirtschaft und Verwaltung‘.” bwp@ Berufs- und Wirtschaftspädagogik 43 (2022).","apa":"Jenert, T., Kremer, H.-H., & Sänger, N. (2022). Digitale Transformation der Berufs- und Arbeitswelt – Einblicke in die fachdidaktische Gestaltung der beruflichen Fachrichtung ‚Wirtschaft und Verwaltung‘. bwp@ Berufs- und Wirtschaftspädagogik, 43.","ama":"Jenert T, Kremer H-H, Sänger N. Digitale Transformation der Berufs- und Arbeitswelt – Einblicke in die fachdidaktische Gestaltung der beruflichen Fachrichtung ‚Wirtschaft und Verwaltung‘. bwp@ Berufs- und Wirtschaftspädagogik. 2022;43.","bibtex":"@article{Jenert_Kremer_Sänger_2022, title={Digitale Transformation der Berufs- und Arbeitswelt – Einblicke in die fachdidaktische Gestaltung der beruflichen Fachrichtung ‚Wirtschaft und Verwaltung‘}, volume={43}, journal={bwp@ Berufs- und Wirtschaftspädagogik}, author={Jenert, Tobias and Kremer, H.-Hugo and Sänger, Niklas}, year={2022} }","mla":"Jenert, Tobias, et al. “Digitale Transformation der Berufs- und Arbeitswelt – Einblicke in die fachdidaktische Gestaltung der beruflichen Fachrichtung ‚Wirtschaft und Verwaltung‘.” bwp@ Berufs- und Wirtschaftspädagogik, vol. 43, 2022.","short":"T. Jenert, H.-H. Kremer, N. Sänger, bwp@ Berufs- und Wirtschaftspädagogik 43 (2022).","ieee":"T. Jenert, H.-H. Kremer, and N. Sänger, “Digitale Transformation der Berufs- und Arbeitswelt – Einblicke in die fachdidaktische Gestaltung der beruflichen Fachrichtung ‚Wirtschaft und Verwaltung‘,” bwp@ Berufs- und Wirtschaftspädagogik, vol. 43, 2022."},"year":"2022","main_file_link":[{"url":"https://www.bwpat.de/ausgabe43/jenert_etal_bwpat43.pdf"}],"intvolume":" 43","_id":"46034","volume":43,"status":"public","date_created":"2023-07-13T08:19:10Z","quality_controlled":"1","author":[{"last_name":"Jenert","id":"71994","first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias"},{"id":"15280","last_name":"Kremer","full_name":"Kremer, H.-Hugo","first_name":"H.-Hugo"},{"last_name":"Sänger","id":"49812","first_name":"Niklas","full_name":"Sänger, Niklas"}],"publication":"bwp@ Berufs- und Wirtschaftspädagogik","user_id":"71994","article_type":"original","abstract":[{"text":"Die digitale Transformation führt dazu, dass sich lang etablierte Tätigkeiten und Arbeitsabläufe, welche die Berufsbilder im Kern definieren, verändern und stellt damit Mitarbeitende sowie Beteiligte der beruflichen Bildung vor Herausforderungen. Berufliche Lehramtsstudiengänge sind gefordert, Studierenden bereits im hochschulischen Teil ihrer Ausbildung den Aufbau eines berufsförmigen Wissens zu eröffnen, das ihnen die Erkundung beruflicher Handlungsfelder ermöglicht und eine wichtige Grundlage für die Unterrichtsgestaltung an Berufskollegs bildet. Wir geben in diesem Beitrag Einblicke in die Entwicklungsarbeiten einer fachdidaktisch geprägten Einführungsveranstaltung im Studienfach Wirtschaftswissenschaft für das Lehramt an Berufskollegs. Diese zieht Ansätze der Fallstudiendidaktik heran, um für Studierende eine Möglichkeit zu schaffen, die digitale Transformation von Arbeits- und Geschäftsprozessen zu erkunden und diese mit Blick auf die Gestaltung von Wirtschaftsunterricht an Berufskollegs zu analysieren. Dabei stellen wir die Entstehung der Fallstudie sowie deren Einbettung in das Modulkonzept dar und diskutieren das hochschuldidaktische Lehr-/Lernformat.\r\n","lang":"ger"}]},{"title":"Wissenschaftskommunikation als Verständigung: Chance für die Hochschulentwicklung?!","user_id":"71994","publication":"Zeitschrift für Hochschulentwicklung","department":[{"_id":"424"},{"_id":"208"}],"quality_controlled":"1","author":[{"orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","first_name":"Tobias","id":"71994","last_name":"Jenert"},{"first_name":"Ingrid","full_name":"Scharlau, Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","id":"451"}],"publication_status":"published","volume":17,"date_created":"2022-06-06T01:50:13Z","status":"public","_id":"31678","date_updated":"2024-03-21T15:09:29Z","intvolume":" 17","issue":"2","oa":"1","main_file_link":[{"url":"https://zfhe.at/index.php/zfhe/article/view/1519/1072","open_access":"1"}],"citation":{"bibtex":"@article{Jenert_Scharlau_2022, title={Wissenschaftskommunikation als Verständigung: Chance für die Hochschulentwicklung?!}, volume={17}, number={2}, journal={Zeitschrift für Hochschulentwicklung}, author={Jenert, Tobias and Scharlau, Ingrid}, year={2022} }","mla":"Jenert, Tobias, and Ingrid Scharlau. “Wissenschaftskommunikation als Verständigung: Chance für die Hochschulentwicklung?!” Zeitschrift für Hochschulentwicklung, vol. 17, no. 2, 2022.","chicago":"Jenert, Tobias, and Ingrid Scharlau. “Wissenschaftskommunikation als Verständigung: Chance für die Hochschulentwicklung?!” Zeitschrift für Hochschulentwicklung 17, no. 2 (2022).","apa":"Jenert, T., & Scharlau, I. (2022). Wissenschaftskommunikation als Verständigung: Chance für die Hochschulentwicklung?! Zeitschrift für Hochschulentwicklung, 17(2).","ama":"Jenert T, Scharlau I. Wissenschaftskommunikation als Verständigung: Chance für die Hochschulentwicklung?! Zeitschrift für Hochschulentwicklung. 2022;17(2).","ieee":"T. Jenert and I. Scharlau, “Wissenschaftskommunikation als Verständigung: Chance für die Hochschulentwicklung?!,” Zeitschrift für Hochschulentwicklung, vol. 17, no. 2, 2022.","short":"T. Jenert, I. Scharlau, Zeitschrift für Hochschulentwicklung 17 (2022)."},"year":"2022","type":"journal_article","language":[{"iso":"ger"}]},{"date_updated":"2024-03-21T15:11:44Z","_id":"52708","issue":"5-6","language":[{"iso":"eng"}],"page":"383-393","citation":{"ieee":"R. Büker, T. Jenert, A. P. Fust, M. Fahrbach, N. Bellwald, and C. Winkler, “Mit dem SREL-Training unternehmerische Selbstkompetenzen entwickeln,” Erziehung & Unterricht, no. 5–6, pp. 383–393, 2022.","short":"R. Büker, T. Jenert, A.P. Fust, M. Fahrbach, N. Bellwald, C. Winkler, Erziehung & Unterricht (2022) 383–393.","bibtex":"@article{Büker_Jenert_Fust_Fahrbach_Bellwald_Winkler_2022, title={Mit dem SREL-Training unternehmerische Selbstkompetenzen entwickeln}, number={5–6}, journal={Erziehung & Unterricht}, author={Büker, Ronja and Jenert, Tobias and Fust, Alexander Paul and Fahrbach, Manuel and Bellwald, Noah and Winkler, Christoph}, year={2022}, pages={383–393} }","mla":"Büker, Ronja, et al. “Mit Dem SREL-Training Unternehmerische Selbstkompetenzen Entwickeln.” Erziehung & Unterricht, no. 5–6, 2022, pp. 383–93.","apa":"Büker, R., Jenert, T., Fust, A. P., Fahrbach, M., Bellwald, N., & Winkler, C. (2022). Mit dem SREL-Training unternehmerische Selbstkompetenzen entwickeln. Erziehung & Unterricht, 5–6, 383–393.","ama":"Büker R, Jenert T, Fust AP, Fahrbach M, Bellwald N, Winkler C. Mit dem SREL-Training unternehmerische Selbstkompetenzen entwickeln. Erziehung & Unterricht. 2022;(5-6):383-393.","chicago":"Büker, Ronja, Tobias Jenert, Alexander Paul Fust, Manuel Fahrbach, Noah Bellwald, and Christoph Winkler. “Mit Dem SREL-Training Unternehmerische Selbstkompetenzen Entwickeln.” Erziehung & Unterricht, no. 5–6 (2022): 383–93."},"year":"2022","type":"journal_article","user_id":"71994","title":"Mit dem SREL-Training unternehmerische Selbstkompetenzen entwickeln","publication":"Erziehung & Unterricht","department":[{"_id":"208"}],"author":[{"first_name":"Ronja","full_name":"Büker, Ronja","last_name":"Büker","id":"76342"},{"id":"71994","last_name":"Jenert","full_name":"Jenert, Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias"},{"full_name":"Fust, Alexander Paul","first_name":"Alexander Paul","last_name":"Fust"},{"last_name":"Fahrbach","full_name":"Fahrbach, Manuel ","first_name":"Manuel "},{"first_name":"Noah","full_name":"Bellwald, Noah","last_name":"Bellwald"},{"last_name":"Winkler","first_name":"Christoph","full_name":"Winkler, Christoph"}],"quality_controlled":"1","project":[{"grant_number":"431566813","name":"SReL4En: Self-Regulated Learning for Entrepreneurs – Förderung der Selbstregulationsfähigkeit angehender Unternehmer*innen","_id":"618"}],"date_created":"2024-03-21T14:26:16Z","status":"public"},{"publication_date":"2022-12","date_updated":"2024-03-21T15:08:56Z","_id":"34630","intvolume":" 12","language":[{"iso":"eng"}],"page":"2","year":"2022","type":"newspaper_article","citation":{"ieee":"I. Scharlau and T. Jenert, “Chance zur Reflexion,” duz, vol. 12, 2022.","short":"I. Scharlau, T. Jenert, Duz 12 (2022).","bibtex":"@article{Scharlau_Jenert_2022, title={Chance zur Reflexion}, volume={12}, journal={duz}, author={Scharlau, Ingrid and Jenert, Tobias}, year={2022} }","mla":"Scharlau, Ingrid, and Tobias Jenert. “Chance Zur Reflexion.” Duz, vol. 12, 2022.","chicago":"Scharlau, Ingrid, and Tobias Jenert. “Chance Zur Reflexion.” Duz, 2022.","ama":"Scharlau I, Jenert T. Chance zur Reflexion. duz. 2022.","apa":"Scharlau, I., & Jenert, T. (2022). Chance zur Reflexion. Duz, 12."},"user_id":"71994","title":"Chance zur Reflexion","date_created":"2022-12-20T17:31:00Z","status":"public","volume":12,"department":[{"_id":"208"}],"publication":"duz","author":[{"id":"451","last_name":"Scharlau","orcid":"0000-0003-2364-9489","full_name":"Scharlau, Ingrid","first_name":"Ingrid"},{"orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","first_name":"Tobias","id":"71994","last_name":"Jenert"}]},{"conference":{"end_date":"2022-11-25","location":"Essen","name":"Digitale Transformation der Hochschullehre durch digitale Kompetenzen als offene Bildungsressourcen","start_date":"2022-11-24"},"date_updated":"2024-03-21T15:16:58Z","_id":"46035","language":[{"iso":"eng"}],"year":"2022","citation":{"mla":"Sänger, Niklas. Entwicklung Didaktischer Fallstudien Zur Förderung Einer ‚digitalen Inhaltskompetenz‘ Im Studienfach Wirtschaftswissenschaft Für Das Lehramt an Berufskollegs. 2022.","bibtex":"@inproceedings{Sänger_2022, title={Entwicklung didaktischer Fallstudien zur Förderung einer ‚digitalen Inhaltskompetenz‘ im Studienfach Wirtschaftswissenschaft für das Lehramt an Berufskollegs}, author={Sänger, Niklas}, year={2022} }","apa":"Sänger, N. (2022). Entwicklung didaktischer Fallstudien zur Förderung einer ‚digitalen Inhaltskompetenz‘ im Studienfach Wirtschaftswissenschaft für das Lehramt an Berufskollegs. Digitale Transformation der Hochschullehre durch digitale Kompetenzen als offene Bildungsressourcen, Essen.","ama":"Sänger N. Entwicklung didaktischer Fallstudien zur Förderung einer ‚digitalen Inhaltskompetenz‘ im Studienfach Wirtschaftswissenschaft für das Lehramt an Berufskollegs. In: ; 2022.","chicago":"Sänger, Niklas. “Entwicklung Didaktischer Fallstudien Zur Förderung Einer ‚digitalen Inhaltskompetenz‘ Im Studienfach Wirtschaftswissenschaft Für Das Lehramt an Berufskollegs,” 2022.","ieee":"N. Sänger, “Entwicklung didaktischer Fallstudien zur Förderung einer ‚digitalen Inhaltskompetenz‘ im Studienfach Wirtschaftswissenschaft für das Lehramt an Berufskollegs,” presented at the Digitale Transformation der Hochschullehre durch digitale Kompetenzen als offene Bildungsressourcen, Essen, 2022.","short":"N. Sänger, in: 2022."},"type":"conference","user_id":"49812","title":"Entwicklung didaktischer Fallstudien zur Förderung einer ‚digitalen Inhaltskompetenz‘ im Studienfach Wirtschaftswissenschaft für das Lehramt an Berufskollegs","department":[{"_id":"208"}],"author":[{"full_name":"Sänger, Niklas","first_name":"Niklas","id":"49812","last_name":"Sänger"}],"date_created":"2023-07-13T08:24:57Z","status":"public"},{"user_id":"71994","title":"Studierende der Berufs-und Wirtschaftspädagogik: (Un-)bekannte Wesen? ","date_created":"2021-09-23T15:31:01Z","status":"public","volume":18,"department":[{"_id":"208"}],"publication":"bwpat Spezial","author":[{"full_name":"Grunau, Janika","first_name":"Janika","last_name":"Grunau"},{"last_name":"Jenert","full_name":"Jenert, Tobias","first_name":"Tobias"}],"_id":"24972","date_updated":"2022-01-06T06:56:42Z","intvolume":" 18","language":[{"iso":"ger"}],"page":"1-6","year":"2021","type":"journal_article","citation":{"ieee":"J. Grunau and T. Jenert, “Studierende der Berufs-und Wirtschaftspädagogik: (Un-)bekannte Wesen? ,” bwpat Spezial, vol. 18, pp. 1–6, 2021.","short":"J. Grunau, T. Jenert, bwpat Spezial 18 (2021) 1–6.","mla":"Grunau, Janika, and Tobias Jenert. “Studierende der Berufs-und Wirtschaftspädagogik: (Un-)bekannte Wesen? .” bwpat Spezial, vol. 18, 2021, pp. 1–6.","bibtex":"@article{Grunau_Jenert_2021, title={Studierende der Berufs-und Wirtschaftspädagogik: (Un-)bekannte Wesen? }, volume={18}, journal={bwpat Spezial}, author={Grunau, Janika and Jenert, Tobias}, year={2021}, pages={1–6} }","chicago":"Grunau, Janika, and Tobias Jenert. “Studierende der Berufs-und Wirtschaftspädagogik: (Un-)bekannte Wesen? .” bwpat Spezial 18 (2021): 1–6.","apa":"Grunau, J., & Jenert, T. (2021). Studierende der Berufs-und Wirtschaftspädagogik: (Un-)bekannte Wesen? . bwpat Spezial, 18, 1–6.","ama":"Grunau J, Jenert T. Studierende der Berufs-und Wirtschaftspädagogik: (Un-)bekannte Wesen? . bwpat Spezial. 2021;18:1-6."}},{"issue":"3","_id":"35952","intvolume":" 117","page":"431-460","year":"2021","type":"journal_article","citation":{"ieee":"D. Daniel-Söltenfuß and F. Schwabl, “Selbstreguliertes Lernen im berufsschulischen Übergangssystem,” Zeitschrift für Berufs- und Wirtschaftspädagogik, vol. 117, no. 3, pp. 431–460, 2021, doi: 10.25162/zbw-2021-0019.","short":"D. Daniel-Söltenfuß, F. Schwabl, Zeitschrift für Berufs- und Wirtschaftspädagogik 117 (2021) 431–460.","bibtex":"@article{Daniel-Söltenfuß_Schwabl_2021, title={Selbstreguliertes Lernen im berufsschulischen Übergangssystem}, volume={117}, DOI={10.25162/zbw-2021-0019}, number={3}, journal={Zeitschrift für Berufs- und Wirtschaftspädagogik}, publisher={Wissenschaftliche Verlagsgesellschaft mbH}, author={Daniel-Söltenfuß, Desiree and Schwabl, Franziska}, year={2021}, pages={431–460} }","mla":"Daniel-Söltenfuß, Desiree, and Franziska Schwabl. “Selbstreguliertes Lernen im berufsschulischen Übergangssystem.” Zeitschrift für Berufs- und Wirtschaftspädagogik, vol. 117, no. 3, Wissenschaftliche Verlagsgesellschaft mbH, 2021, pp. 431–60, doi:10.25162/zbw-2021-0019.","ama":"Daniel-Söltenfuß D, Schwabl F. Selbstreguliertes Lernen im berufsschulischen Übergangssystem. Zeitschrift für Berufs- und Wirtschaftspädagogik. 2021;117(3):431-460. doi:10.25162/zbw-2021-0019","apa":"Daniel-Söltenfuß, D., & Schwabl, F. (2021). Selbstreguliertes Lernen im berufsschulischen Übergangssystem. Zeitschrift für Berufs- und Wirtschaftspädagogik, 117(3), 431–460. https://doi.org/10.25162/zbw-2021-0019","chicago":"Daniel-Söltenfuß, Desiree, and Franziska Schwabl. “Selbstreguliertes Lernen im berufsschulischen Übergangssystem.” Zeitschrift für Berufs- und Wirtschaftspädagogik 117, no. 3 (2021): 431–60. https://doi.org/10.25162/zbw-2021-0019."},"user_id":"37157","volume":117,"alternative_title":["Zwei Fallbeispiele aus dem Design-Based Research Projekt NeGeL. Two case studies from the design-based research project NeGeL"],"date_created":"2023-01-11T09:41:40Z","status":"public","publication":"Zeitschrift für Berufs- und Wirtschaftspädagogik","keyword":["Applied Mathematics","General Mathematics"],"author":[{"full_name":"Daniel-Söltenfuß, Desiree","first_name":"Desiree","id":"10186","last_name":"Daniel-Söltenfuß"},{"full_name":"Schwabl, Franziska","first_name":"Franziska","id":"37157","last_name":"Schwabl"}],"publisher":"Wissenschaftliche Verlagsgesellschaft mbH","doi":"10.25162/zbw-2021-0019","date_updated":"2023-07-18T08:39:13Z","language":[{"iso":"ger"}],"title":"Selbstreguliertes Lernen im berufsschulischen Übergangssystem","publication_identifier":{"issn":["0172-2875","2366-2433"]},"publication_status":"published","department":[{"_id":"33"},{"_id":"208"}]},{"status":"public","date_created":"2023-01-11T09:50:35Z","volume":"Heft 187","author":[{"id":"37157","last_name":"Schwabl","full_name":"Schwabl, Franziska","first_name":"Franziska"},{"last_name":"Daniel-Söltenfuß","id":"10186","first_name":"Desiree","full_name":"Daniel-Söltenfuß, Desiree"}],"department":[{"_id":"33"},{"_id":"208"}],"publication":"berufsbildung. Zeitschrift für Theorie-Praxis-Dialog","user_id":"37157","title":"Selbstreguliertes Lernen fördern - Lernen auf Distanz ermöglichen","language":[{"iso":"eng"}],"year":"2021","citation":{"ieee":"F. Schwabl and D. Daniel-Söltenfuß, “Selbstreguliertes Lernen fördern - Lernen auf Distanz ermöglichen,” berufsbildung. Zeitschrift für Theorie-Praxis-Dialog, vol. Heft 187, pp. 37–39, 2021.","short":"F. Schwabl, D. Daniel-Söltenfuß, Berufsbildung. Zeitschrift Für Theorie-Praxis-Dialog Heft 187 (2021) 37–39.","bibtex":"@article{Schwabl_Daniel-Söltenfuß_2021, title={Selbstreguliertes Lernen fördern - Lernen auf Distanz ermöglichen}, volume={Heft 187}, journal={berufsbildung. Zeitschrift für Theorie-Praxis-Dialog}, author={Schwabl, Franziska and Daniel-Söltenfuß, Desiree}, year={2021}, pages={37–39} }","mla":"Schwabl, Franziska, and Desiree Daniel-Söltenfuß. “Selbstreguliertes Lernen Fördern - Lernen Auf Distanz Ermöglichen.” Berufsbildung. Zeitschrift Für Theorie-Praxis-Dialog, vol. 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Schneider (Eds.), Industrie 4.0- Eine Einführung in die Ideen und neuen Möglichkeiten (pp. 24–41).","chicago":"Beutner, Marc, and Jennifer Nicole Schneider. “Förderung von Digitalisierung und Industrie 4.0: Bildung – Beruf – Industrie – Zukunft. Neue Möglichkeiten und Herausforderungen für die europäische Berufsbildung. Einblick in das Projekt DigI-VET.” In Industrie 4.0- Eine Einführung in die Ideen und neuen Möglichkeiten, edited by Marc Beutner, Rasmus Pechuel, and Jennifer Schneider, 24–41. Köln, 2021.","bibtex":"@inbook{Beutner_Schneider_2021, place={Köln}, title={Förderung von Digitalisierung und Industrie 4.0: Bildung – Beruf – Industrie – Zukunft. Neue Möglichkeiten und Herausforderungen für die europäische Berufsbildung. Einblick in das Projekt DigI-VET}, booktitle={Industrie 4.0- Eine Einführung in die Ideen und neuen Möglichkeiten}, author={Beutner, Marc and Schneider, Jennifer Nicole}, editor={Beutner, Marc and Pechuel, Rasmus and Schneider, Jennifer}, year={2021}, pages={24–41} }","mla":"Beutner, Marc, and Jennifer Nicole Schneider. “Förderung von Digitalisierung und Industrie 4.0: Bildung – Beruf – Industrie – Zukunft. Neue Möglichkeiten und Herausforderungen für die europäische Berufsbildung. Einblick in das Projekt DigI-VET.” Industrie 4.0- Eine Einführung in die Ideen und neuen Möglichkeiten, edited by Marc Beutner et al., 2021, pp. 24–41.","short":"M. Beutner, J.N. Schneider, in: M. Beutner, R. Pechuel, J. Schneider (Eds.), Industrie 4.0- Eine Einführung in die Ideen und neuen Möglichkeiten, Köln, 2021, pp. 24–41.","ieee":"M. Beutner and J. N. Schneider, “Förderung von Digitalisierung und Industrie 4.0: Bildung – Beruf – Industrie – Zukunft. Neue Möglichkeiten und Herausforderungen für die europäische Berufsbildung. Einblick in das Projekt DigI-VET,” in Industrie 4.0- Eine Einführung in die Ideen und neuen Möglichkeiten, M. Beutner, R. Pechuel, and J. Schneider, Eds. Köln, 2021, pp. 24–41."},"type":"book_chapter","year":"2021","language":[{"iso":"ger"}],"_id":"47949","date_updated":"2024-02-19T09:36:24Z"},{"page":"1-24","type":"journal_article","year":"2021","citation":{"chicago":"Jenert, Tobias, and H.-Hugo Kremer. “Digitale Prozessintegration in berufs- und wirtschaftspädagogischen Studiengängen – Überlegungen zur Professionalität und professionellen Entwicklung.” bwp@ Berufs- und Wirtschaftspädagogik – online 40 (2021): 1–24.","apa":"Jenert, T., & Kremer, H.-H. (2021). Digitale Prozessintegration in berufs- und wirtschaftspädagogischen Studiengängen – Überlegungen zur Professionalität und professionellen Entwicklung. bwp@ Berufs- und Wirtschaftspädagogik – online, 40, 1–24.","ama":"Jenert T, Kremer H-H. Digitale Prozessintegration in berufs- und wirtschaftspädagogischen Studiengängen – Überlegungen zur Professionalität und professionellen Entwicklung. bwp@ Berufs- und Wirtschaftspädagogik – online. 2021;40:1-24.","mla":"Jenert, Tobias, and H. Hugo Kremer. “Digitale Prozessintegration in berufs- und wirtschaftspädagogischen Studiengängen – Überlegungen zur Professionalität und professionellen Entwicklung.” bwp@ Berufs- und Wirtschaftspädagogik – online, vol. 40, 2021, pp. 1–24.","bibtex":"@article{Jenert_Kremer_2021, title={Digitale Prozessintegration in berufs- und wirtschaftspädagogischen Studiengängen – Überlegungen zur Professionalität und professionellen Entwicklung}, volume={40}, journal={bwp@ Berufs- und Wirtschaftspädagogik – online}, author={Jenert, Tobias and Kremer, H.-Hugo}, year={2021}, pages={1–24} }","short":"T. Jenert, H.-H. Kremer, bwp@ Berufs- und Wirtschaftspädagogik – online 40 (2021) 1–24.","ieee":"T. Jenert and H.-H. Kremer, “Digitale Prozessintegration in berufs- und wirtschaftspädagogischen Studiengängen – Überlegungen zur Professionalität und professionellen Entwicklung,” bwp@ Berufs- und Wirtschaftspädagogik – online, vol. 40, pp. 1–24, 2021."},"language":[{"iso":"ger"}],"main_file_link":[{"open_access":"1","url":"https://www.bwpat.de/ausgabe/40/jenert-kremer"}],"oa":"1","_id":"24971","intvolume":" 40","date_updated":"2024-03-21T13:24:13Z","volume":40,"publication_status":"published","date_created":"2021-09-23T15:29:12Z","status":"public","publication":"bwp@ Berufs- und Wirtschaftspädagogik – online","department":[{"_id":"208"}],"quality_controlled":"1","author":[{"first_name":"Tobias","full_name":"Jenert, Tobias","last_name":"Jenert"},{"first_name":"H.-Hugo","full_name":"Kremer, H.-Hugo","last_name":"Kremer"}],"title":"Digitale Prozessintegration in berufs- und wirtschaftspädagogischen Studiengängen – Überlegungen zur Professionalität und professionellen Entwicklung","user_id":"71994"},{"department":[{"_id":"208"}],"title":"Anderssein als Ressource: Habitus und Habitusreflexion in der Lehrer*innenbildung","language":[{"iso":"eng"}],"oa":"1","doi":"10.11576/PFLB-4801","date_updated":"2024-03-21T15:13:01Z","date_created":"2024-03-21T13:48:25Z","status":"public","volume":3,"publication":"PraxisForschungLehrer*innenbildung","author":[{"id":"71994","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","first_name":"Tobias"}],"quality_controlled":"1","user_id":"71994","abstract":[{"lang":"eng","text":"Lehrer*innen können dazu beitragen, dass bestehende soziale Ungleichheiten verstärkt oder auch abgebaut werden. 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."}],"page":"82-92","type":"journal_article","year":"2021","citation":{"ieee":"T. Jenert, “Anderssein als Ressource: Habitus und Habitusreflexion in der Lehrer*innenbildung,” PraxisForschungLehrer*innenbildung, vol. 3, no. 5, pp. 82–92, 2021, doi: 10.11576/PFLB-4801.","short":"T. Jenert, PraxisForschungLehrer*innenbildung 3 (2021) 82–92.","mla":"Jenert, Tobias. “Anderssein Als Ressource: Habitus Und Habitusreflexion in Der Lehrer*innenbildung.” PraxisForschungLehrer*innenbildung, vol. 3, no. 5, 2021, pp. 82–92, doi:10.11576/PFLB-4801.","bibtex":"@article{Jenert_2021, title={Anderssein als Ressource: Habitus und Habitusreflexion in der Lehrer*innenbildung}, volume={3}, DOI={10.11576/PFLB-4801}, number={5}, journal={PraxisForschungLehrer*innenbildung}, author={Jenert, Tobias}, year={2021}, pages={82–92} }","chicago":"Jenert, Tobias. “Anderssein Als Ressource: Habitus Und Habitusreflexion in Der Lehrer*innenbildung.” PraxisForschungLehrer*innenbildung 3, no. 5 (2021): 82–92. https://doi.org/10.11576/PFLB-4801.","apa":"Jenert, T. (2021). Anderssein als Ressource: Habitus und Habitusreflexion in der Lehrer*innenbildung. PraxisForschungLehrer*innenbildung, 3(5), 82–92. https://doi.org/10.11576/PFLB-4801","ama":"Jenert T. 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Sänger, “Digitale Prozessintegration in der beruflichen Lehrer*innenbildung – Praxisnahe Einblicke in die Entwicklung des wirtschaftspädagogischen Studienangebots an der Universität Paderborn,” presented at the Digitalisierung. Daten. Didaktik. Kompetenzentwicklung für eine digitale Welt, Bielefeld, 2021.","chicago":"Sänger, Niklas. “Digitale Prozessintegration in Der Beruflichen Lehrer*innenbildung – Praxisnahe Einblicke in Die Entwicklung Des Wirtschaftspädagogischen Studienangebots an Der Universität Paderborn,” 2021.","apa":"Sänger, N. (2021). Digitale Prozessintegration in der beruflichen Lehrer*innenbildung – Praxisnahe Einblicke in die Entwicklung des wirtschaftspädagogischen Studienangebots an der Universität Paderborn. Digitalisierung. Daten. Didaktik. Kompetenzentwicklung für eine digitale Welt, Bielefeld.","ama":"Sänger N. 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Sektionstagung Berufs- und Wirtschaftspädagogik, Bamberg (digitales Format).","bibtex":"@inproceedings{Sänger_2021, title={Einblicke in die curriculare Entwicklung des wirtschaftspädagogischen Studienangebots mit Hilfe der Fallstudiendidaktik}, author={Sänger, Niklas}, year={2021} }","mla":"Sänger, Niklas. Einblicke in die curriculare Entwicklung des wirtschaftspädagogischen Studienangebots mit Hilfe der Fallstudiendidaktik. 2021.","short":"N. Sänger, in: 2021.","ieee":"N. 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