TY - JOUR
AU - Herzig, Bardo
ID - 40255
IS - 33
JF - TELEVIZION 33/2020/2
TI - Medienkompetenz. Modellierung, Messung und Bedeutung in Zeiten der Coronapandemie
ER -
TY - JOUR
AU - Herzig, Bardo
ID - 40284
IS - 4
JF - Schulmagazin 5-10: Impulse für kreativen Unterricht
SN - 0947-2746
TI - Bildung in der digitalen Welt. Digitalisierungsbezogene Kompetenzen von Lehrpersonen
ER -
TY - JOUR
AU - Herzig, Bardo
ID - 40288
IS - 13
JF - Zeitschrift für Grundschulforschung
TI - Medienbildung in der Grundschule - ein konzeptioneller Beitrag zur Auseinandersetzung mit (digitalen) Medien.
ER -
TY - GEN
AU - Decius, Julian
AU - Schaper, Niclas
AU - Seifert, Andreas
ID - 40310
T2 - 9th PDRnet Research Symposium
TI - Investigating the Hen-Egg-Problem: A Cross-Lagged-Panel Approach to Informal Workplace Learning and Working Conditions.
ER -
TY - JOUR
AU - Herzig, Bardo
AU - Martin, A.
ID - 40297
IS - 37
JF - Medienpädagogik. Zeitschrift für Theorie und Praxis der Medienbildung
SN - 1424-3636
TI - Schulische Medienbildung im Spannungsfeld von Medienpädagogik und Fachdidaktik
ER -
TY - BOOK
ED - Herzig, Bardo
ED - Klar, T.-M.
ED - Martin, A.
ED - Meister, D. M.
ID - 40311
SN - 1424-3636
TI - Orientierungen in der digitalen Welt
VL - 39
ER -
TY - JOUR
AB - In the mentoring programme project “Schule für alle” (“School for all”) at the University of Bielefeld in North Rhine-Westphalia, university students of primary or special education support a child who is in a situation of crisis for more than one year. In addition, the university students receive ongoing, systematic university support (cf. Kottmann, 2007, p. 32; Kottmann, 2014, p. 380).The accompanying research by “Schule für alle” focuses on the professionalization processes of student teachers during practical phases at universities; accordingly, control groups were included on a pro rata basis. In the pre-post design, all students completed a questionnaire (cf. Pieper, Kottmann & Miller, 2018, p. 294), the evaluation of which shows few changes in the professional perception of competence. Students of the mentoring programme also regularly reflected on their practical experience. Based on the objective hermeneutics it was discovered that the conception of the project supports the process of perceiving, acknowledging and becoming more sensitive in regard to heterogeneous realities in life (cf. Pieper & Kottmann 2019b, p. 312) and that students can consciously perceive and reflect their own normative expectations (cf. Pieper & Kottmann 2019a, p. 79).The article primarily presents the results of the pre-post survey in detail and adds insights into the qualitative evaluation processes. In the conclusion, the potential of the project and mentoring programmes in general, specifically for teacher training students, is described.
AU - Kottmann, Brigitte
AU - Pieper, Catania
ID - 39817
IS - 3
JF - Hungarian Educational Research Journal
KW - professionalization of teacher training students
KW - practical university phases
KW - teacher training at universities
KW - men-toring programmes
TI - Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases
VL - 10
ER -
TY - CHAP
AU - Pieper, Catania
AU - Kottmann, Brigitte
ED - Skorsetz, Nina
ED - Bonanati, Marina
ED - Kucharz, Diemut
ID - 39823
SN - 9783658275297
T2 - Diversität und soziale Ungleichheit. Herausforderungen an die Integrationsleistung der Grundschule
TI - Kindliche Lebenswirklichkeit aus der Perspektive von Lehramtsstudierenden: „Ich verstehe jetzt, warum er in der Schule so motiviert ist!“
ER -
TY - CHAP
AU - Kottmann, Brigitte
AU - Alena, Lensker
ED - Rumpf, Dielinde
ED - Kramer, Kathrin
ED - Schöps, Miriam
ED - Winter, Stephanie
ID - 39816
T2 - Hochschullernwerkstätten – Elemente von Hochschulentwicklung? Ein Rückblick auf 15 Jahre Hochschullernwerkstatt in Halle und andernorts
TI - Die Lernwerkstatt und der Studiengang „Integrierte Sonderpädagogik“ an der Universität Bielefeld: Impulse, Synergien und Reflexionen
ER -
TY - CHAP
AU - Vochatzer, Stefanie
ED - Engelmann, Sebastian
ID - 37544
SN - 9783657788545
T2 - Friedrich Wilhelm Dörpfeld Lehrerideale im 19. Jahrhundert
TI - Lehrideale und ihre Rolle in der (Ver-)Achtung der Pädagogik
ER -
TY - CHAP
AU - Silvestri, Marco
AU - Seng, Eva- Maria
ED - Chave et. al., Isabel
ID - 40977
T2 - Le chantier cathédral en Europe. Diffusion et sauvegarde des savoirs, savoir-faire et matériaux du Moyen Âge à nos jours
TI - Die Wiedereinrichtung der Dombauhütten in Europa im 19. und 20. Jahrhundert
ER -
TY - CHAP
AU - Sackel, Johanna
ED - Fiebrig, Steffen
ED - Dinkel, Jürgen
ED - Reichherzer, Frank
ID - 39960
SN - 9783110676006
T2 - Nord/Süd Perspektiven auf eine globale Konstellation
TI - Solidarität vs. Ressourcensouveränität? Die dritte Seerechtskonferenz als Herausforderung für die Süd-Süd-Beziehungen
ER -
TY - CHAP
AU - Rohlfing, Katharina
AU - Grimminger, Angela
AU - Wrede, Britta
ED - Rohlfing, Katharina
ED - Müller-Brauers, Claudia
ID - 20210
T2 - International perspectives on digital media and early literacy: The impact of digital devices on learning, language acquisition and social interaction.
TI - The role of caregivers in keeping a child-robot interaction going.
ER -
TY - JOUR
AB - In child–robot interaction (cHRI) research, many studies pursue the goal to develop interactive systems that can be applied in everyday settings. For early education, increasingly, the setting of a kindergarten is targeted. However, when cHRI and research are brought into a kindergarten, a range of ethical and related procedural aspects have to be considered and dealt with.While ethical models elaborated within other human–robot interaction settings, e.g., assisted living contexts, can provide some important indicators for relevant issues, we argue that it is important to start developing a systematic approach to identify and tackle those ethical issues which rise with cHRI in kindergarten settings on a more global level and address the impact of the technology from a macroperspective beyond the effects on the individual. Based on our experience in conducting studies with children in general and pedagogical considerations on the role of the institution of kindergarten in specific, in this paper,we enfold some relevant aspects that have barely been addressed in an explicit way in current cHRI research. Four areas are analyzed and key ethical issues are identified in each area: (1) the institutional setting of a kindergarten, (2) children as a vulnerable group, (3) the caregivers’ role, and (4) pedagogical concepts. With our considerations, we aim at (i) broadening
the methodology of the current studies within the area of cHRI, (ii) revalidate it based on our comprehensive empirical
experience with research in kindergarten settings, both laboratory and real-world contexts, and (iii) provide a framework for the development of a more systematic approach to address the ethical issues in cHRI research within kindergarten settings.
AU - Tolksdorf, Nils F.
AU - Siebert, Scarlet
AU - Zorn, Isabel
AU - Horwath, Ilona
AU - Rohlfing, Katharina J.
ID - 24458
JF - International Journal of Social Robotics
KW - Robot ethics · Kindergarten settings · Child–robot interaction · Early childhood education
SN - 1875-4791
TI - Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective
ER -
TY - JOUR
AU - Kohlmeyer, Theresa
AU - Reis, Oliver
AU - Viertel, Franziska
AU - Rohlfing, Katharina
ID - 20257
JF - Theo Web
TI - Wie meinst du das? - Begriffserwerb im Religionsunterricht
ER -
TY - BOOK
ED - Rohlfing, Katharina J.
ED - Müller-Brauers, Claudia
ID - 20256
SN - 9780429321399
TI - International Perspectives on Digital Media and Early Literacy
ER -
TY - JOUR
AU - Tolksdorf, Nils Frederik
AU - Siebert, Scarlet
AU - Zorn, Isabel
AU - Horwarth, Ilona
AU - Rohlfing, Katharina
ID - 20241
JF - International Journal of Social Robotics
TI - Ethical considerations of applying robots in kindergarten settings: Towards an approach from a macroperspective.
ER -
TY - JOUR
AU - Lüke, Carina
AU - Ritterfeld, Ute
AU - Grimminger, Angela
AU - Rohlfing, Katharina
AU - Liszkowski, Ulf
ID - 20198
JF - Frontiers in Psychology 11
TI - Integrated Communication System: Gesture and language acquisition in typically developing children and children with LD and DLD
ER -
TY - GEN
AU - Topalović, Elvira
AU - Uhl, Benjamin
ID - 40924
TI - Hören – Sprechen – Lesen – Schreiben. Basale Sprachfähigkeiten.
ER -
TY - GEN
AU - Topalović, Elvira
AU - Uhl, Benjamin
ID - 40923
TI - Hören – Sprechen – Lesen – Schreiben. Basale Sprachfähigkeiten.
ER -