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 -