@article{66479, abstract = {{Sense of belonging at school (SoBaS) is a basic requirement for every student and a major inclusivity goal for educational institutions. In the present study, we re- port on a self-evaluation of the Laborschule Bielefeld (LS; Germany) covering ­ SoBaS. LS is an inclusive experimental comprehensive school with more than for- ty years of experience concerning a non-segregative and diversity-friendly school culture. Based on propensity score matching, the study investigated whether the SoBaS scores of the students at this inclusive experimental school (N= 115) differ from the students visiting inclusive classes in regular state-run comprehensive schools (N= 2376). Furthermore, we examined the factors in the students’ educa- tional environment at LS that may potentially influence their SoBaS. The results indicate that the students attending the LS experienced a higher SoBaS. In additi- on, certain aspects of LS's teaching and interaction culture were identified as aus- picious factors for accomplishing high levels of students’ SoBaS.}}, author = {{Marker, Rabea and Kullmann, Harry and Zentarra, Dominik and Geist, Sabine and Lütje-Klose, Birgit}}, issn = {{1866-6671}}, journal = {{Journal for Educational Research Online}}, keywords = {{sense of belonging, inclusive education, secondary school, social-emotional needs}}, number = {{2}}, pages = {{250--273}}, publisher = {{Waxmann}}, title = {{{Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors}}}, doi = {{10.31244/jero.2023.02.06}}, volume = {{15}}, year = {{2023}}, } @article{31023, abstract = {{Research in inclusive education reveals multiple studies that explore the efforts of individual stakeholders to create an equitable educational experience for students with disabilities. However, these individual efforts are often examined discretely, compartmentalising the contributions of various stakeholders. As a consequence, the complex interplay between these contributions has not been fully explored, with the capacity for a rich network of support being assumed rather than explicitly constructed. This report draws on the personal reflections of nine academics in the field of inclusive education from Australia, Canada, Germany, Greece, Italy, and Switzerland. Serving as both contributors and participants, this study draws together their personal interpretations and their exper- tise regarding the value of collective and collaborative inclusive education. Inductive thematic analysis of participant reflections yielded the view that stakeholders working together within an educational setting, offers more effective and appropriate opportunities to support learners with additional needs.}}, author = {{Subban, Pearl and Bradford, Brent and Sharma, Umesh and Loreman, Tim and Avramidis, Elias and Kullmann, Harry and Sahli Lozano, Caroline and Romano, Alessandra and Woodcock, Stuart}}, journal = {{European Journal of Special Needs Education}}, keywords = {{Inclusive education, inclusive schools, school leadership, school community, village mindset}}, pages = {{291–302}}, title = {{{Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education}}}, doi = {{10.1080/08856257.2022.2059632}}, volume = {{37}}, year = {{2023}}, } @inbook{26657, author = {{Albers, Timm and Filipiak, Agnes and Franzen, Katja and Hellmich, Frank}}, booktitle = {{ Grenzen.Gänge.Zwischen.Welten. Kontroversen – Entwicklungen – Perspektiven der Inklusionsforschung}}, editor = {{Schimek, B and Kremsner, G and Proyer, M and Grubich, R and Paudel, F and Grubich-Müller, R}}, pages = {{207--214}}, publisher = {{Klinkhardt}}, title = {{{Kompetenzentwicklung im inklusiven Unterricht (KinU) – eine internationale Perspektive}}}, year = {{2022}}, } @book{30291, abstract = {{The volume comprises a variety of research approaches that seek to explore and understand employees’ learning and development through and for work. Working life reveals challenges through technological, economic and societal development that can only rudimentarily be addressed by formal education and training. Workplace learning becomes more and more important for employees and enterprises to successfully cope with these challenges. Workplace learning is a steadily growing field of educational research but it lacks so far a scholastic canon – there is rather a diversity of research approaches. This volume reflects this diversity by bringing together researchers from different countries and different theoretical backgrounds, presenting their current research on topics that all are relevant for understanding presages, processes and outcomes of workplace learning. Hence, this volume is of relevance for researchers as well as practitioners in the field and policy makers.}}, editor = {{Harteis, Christian and Gijbels, David and Kyndt, Eva}}, isbn = {{9783030895815}}, issn = {{2210-5549}}, keywords = {{new generation of researchersthe team level of workplace learningindividual level of workplace learningorganizational level of workplace learningsocietal level of workplace learninginterdependent cross-level research approachesWork AgencyWork-life perspectivesTeam learningTeam climateSocial influences on team learningKnowledge construction in teamsLearning cultureAcknowledgement of competencesTechnology and professional learningCreation of a learning eco-systemDiversity as a challenge for organisationsHigher education as preparation for WPLSocial support in networks and professional learningvocational and professional education}}, publisher = {{Springer International Publishing}}, title = {{{Research Approaches on Workplace Learning}}}, doi = {{10.1007/978-3-030-89582-2}}, year = {{2022}}, } @inbook{30289, abstract = {{This chapter presents a discussion of the concept of agency. Agency is understood as a multifaceted construct describing the idea that human beings make choices, act on these choices, and thereby exercise influence on their own lives as well as their environment. We argue that the concept is discussed from three different perspectives in the literature—transformational, dispositional, and relational—that are each related to learning and development in work contexts. These perspectives do not reflect incompatible positions but rather different aspects of the same phenomena. The chapter also offers an avenue of insight into empirical studies that employ agency as a central concept as well as discussions about concepts that closely overlap with ideas of human beings as agents of power and influence.}}, author = {{Goller, Michael and Paloniemi, Susanna}}, booktitle = {{Research Approaches on Workplace Learning}}, isbn = {{9783030895815}}, issn = {{2210-5549}}, keywords = {{Agency Workplace learning Professional development Proactivity Self-direction}}, publisher = {{Springer International Publishing}}, title = {{{Agency: Taking Stock of Workplace Learning Research}}}, doi = {{10.1007/978-3-030-89582-2_1}}, year = {{2022}}, } @inbook{30290, abstract = {{The article explores the particular quality of changes introduced through the latest wave of digital transformation of workplaces. It has effects on workflow processes, on distribution of work and tasks, and the mode of distributing working tasks, e.g. through cyber-physical systems. Hence, the changes in work are manifold and require changes in vocational education and training as well as in workplace learning. These changes reveal new challenges for research on workplace learning. Finally, conclusions for future workplace learning research will be developed.}}, author = {{Harteis, Christian}}, booktitle = {{Research Approaches on Workplace Learning}}, isbn = {{9783030895815}}, issn = {{2210-5549}}, keywords = {{Digitalisation Self organisation Distribution of labour Automation}}, publisher = {{Springer International Publishing}}, title = {{{Research on Workplace Learning in Times of Digitalisation}}}, doi = {{10.1007/978-3-030-89582-2_19}}, year = {{2022}}, } @article{30913, abstract = {{Context: The implementation of successful measures to support immigrants' integration in cultural, social, and economic life can be considered as one of today's greatest challenges for many societies. This is especially true for adolescent immigrants who have not yet been able to finish education or gain qualifications relevant to joining the labour market. That is why many receiving countries have developed and implemented special programmes that aim at supporting immigrants' integration by facilitating their employability. Unfortunately, not much is known about the process of implementing these programmes or about how education systems, schools, and teachers are dealing with the new situation and target group. In this contribution, the implementation, development, and challenges of German Vocational Integration Classes (VIC), as an example of comparable programmes in the EU, are investigated to address this research gap. The paper considers the following exploratory research questions: (a) What challenges have been experienced by teachers and social workers in the implementation of VIC as well as in the integration of immigrants into the labour market in recent years? (b) How can these challenges be met in the long run and how should VIC be developed to better achieve its aims? Methods: To answer these questions, a sequential qualitative study containing questionnaire and interview elements was conducted. First, teachers and social workers involved in VIC filled in a questionnaire about their experiences and experienced challenges in implementing VIC (N = 46). Then, supplementing interviews were conducted with participants from the first sample in order to generate further insights and to contextualise the findings from the first study part (N = 14). Findings: From the respondents' answers, it appears that the VIC programme is well implemented. The results show, however, that central challenges continue to exist. This concerns, for example, legal regulations or the development of adequate curricula, but also the scope and quality of language education. In addition, problems have also been identified with regard to students' culture-specific education and their individual attitudes. These prevailing problems seem to affect schooling and educational processes. In addition, respondents report feeling left alone to deal with problems and that their experiences from their daily work in VIC and with immigrants are not sufficiently taken into account in policy and school-related decisions. Conclusions: Although VIC seems well implemented, key challenges remain in the view of the participants. It was found that teachers cannot solve many of the identified problems themselves, as they require action at the level of policy or school organisation. For staff, this can be accompanied by increased stress and demotivation. For the young immigrants, the existing challenges can have a long-term impact on school success and transition to vocational education and training. The study thus highlights the importance of targeted and holistic strategies to support immigrant integration through education. }}, author = {{Goller, Michael}}, journal = {{International Journal for Research in Vocational Education and Training}}, keywords = {{Immigration, Educational Policy, Employability, Mixed Methods, VET, Vocational Education and Training, Transitions From Education and Training to Employment}}, number = {{1}}, pages = {{92--119}}, title = {{{Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes}}}, doi = {{https://doi.org/10.13152/IJRVET.9.1.5}}, volume = {{9}}, year = {{2022}}, } @article{30105, abstract = {{Zusammenfassung: Der Beitrag befasst sich mit der professionellen pädagogischen Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften, deren Beitrag für die Beanspruchung der Referendar*innen bisher noch nicht eingängig untersucht wurde. Das Ziel der Studie ist es, anhand einer Querschnittserhebung von 2583 Referendar*innen und ausgebildeten Lehrkräften, kompensatorische sowie verstärkende Effekte der Beziehungsdimensionen Transparenz, Fairness, Vertrauen und Ambivalenz auf die wahrgenommene Beanspruchung im Referendariat zu untersuchen. Die Analyse erfolgt mittels eines latent moderierten Strukturgleichungsansatzes. Die Ergebnisse zeigen, dass Belastungen durch die Kerntätigkeiten im Referendariat sowie Belastungen durch den Umgang mit Kolleg*innen im Lehrer*innenkollegium in signifikant positivem Zusammenhang mit resultierenden Beanspruchungsreaktionen stehen. Je transparenter, fairer und vertrauensvoller und je weniger ambivalent die Beziehung zur Seminarlehrkraft erlebt wird, desto geringer fallen die Beanspruchungsreaktionen aus. Die Ergebnisse werden hinsichtlich ihrer Relevanz für die Beziehungsarbeit im Referendariat als zentralem Ausbildungsbestandteil der zweiten Phase der Lehrer*innenausbildung diskutiert.}}, author = {{Kärner, Tobias and Goller, Michael and Bonnes, Caroline and Maué, Elisabeth}}, issn = {{1434-663X}}, journal = {{Zeitschrift für Erziehungswissenschaft}}, keywords = {{Education}}, pages = {{687--719}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?}}}, doi = {{10.1007/s11618-022-01065-4}}, volume = {{25}}, year = {{2022}}, } @inbook{33985, abstract = {{Der Beitrag widmet sich dem Einsatz von Augmented Reality (AR) in betrieblichen Aus- und Weiterbildungskontexten. Hierbei stehen insbesondere Fragen zu Berufsfeldern und Ausbildungsinhalten, zu verwendeten AR-Spezifikationen, zu Zusammenhängen zwischen AR-Anwendung und leistungs-, wahrnehmungs- und motivationsbezogenen Variablen sowie zur didaktischen Einbettung entsprechender Technologien im Fokus. Auf Basis einer integrierenden Sichtung bestehender Literatur konnten insgesamt 16 Studien sowie zwei bereits vorliegende Literaturreviews in die Analyse eingeschlossen werden. Die Ergebnisse verweisen u. a. auf eine heterogene Lage hinsichtlich forschungsmethodischer Zugänge und didaktischer Referenzkonzepte. Weitgehend förderliche Effekte auf leistungs-, wahrnehmungs- und motivationsbezogene Variablen stimmen insgesamt bezüglich des AR-Einsatzes positiv, machen aber auch die Notwendigkeit einer integrierten Betrachtung technologischer und pädagogisch-instruktionaler Gestaltungsparameter deutlich.}}, author = {{Kärner, Tobias and Goller, Michael and Maier, Andreas}}, booktitle = {{Digitalisierung und digitale Medien in der Berufsbildung: Konzepte, Befunde und Herausforderungen}}, editor = {{Schumann, Stephan and Seeber, Susan and Abele, Stephan}}, keywords = {{Augmented Reality, Ausbildung, Weiterbildung, Lernen mit digitalen Medien, integratives Literaturreview}}, pages = {{213--230}}, publisher = {{wbv}}, title = {{{Augmented Reality Anwendungen in der betrieblichen Aus‐ und Weiterbildung}}}, volume = {{41}}, year = {{2022}}, } @article{34080, abstract = {{Startpunkt jeglicher Professionalisierungsbemühungen ist ein Verständnis der für das professionelle Handeln notwendigen Kompetenzen. Dieser Beitrag widmet sich der literaturbasierten Identifikation von Kompetenzen des betrieblichen Ausbildungspersonals und ordnet diese den vier Kompetenzbereichen Fach-, Methoden-, Sozial- und Selbstkompetenz zu. Die Ergebnisse können sowohl als Grundlage für weitere Forschung dienen als auch in der Praxis als Orientierung für die Gestaltung von Qualifizierungsmaßnahmen verwendet werden. }}, author = {{Bonnes, Caroline and Binkert, Julia and Goller, Michael}}, journal = {{Berufsbildung in Wissenschaft und Praxis – BWP}}, number = {{4}}, title = {{{Kompetenzen des betrieblichen Ausbildungspersonals: Eine literaturbasierte Systematisierung}}}, year = {{2022}}, } @article{34200, abstract = {{Praxeologische Kompetenzansätze verstehen Kompetenz als sozial erlernt und folglich als relativ zum sozialen Kontext. Damit einher geht die Frage, wie solche praxeologisch gerahmten Kompetenzen eigentlich unabhängig von der sie hervorbringenden Praxis evaluiert werden können – und eben dadurch erst für einen breiteren Kompetenzdiskurs fruchtbar sind. Die Dokumentarische Evaluationsforschung bietet hierzu erste Anhaltspunkte, offenbart aber auch Grenzen, die mit dem Evaluationsverständnis zusammenhängen, sich jedoch in der Forschungspraxis so nicht finden lassen. Aus der Differenz zwischen Methode und Praxis dokumentarischer Evaluation lässt sich formulieren, wie eine praxeologische Evaluation gestaltet werden könnte. Dabei spielt die Formulierung von Referenzrahmen eine zentrale Rolle, welche einerseits der zu evaluierenden Praktik external sein, andererseits praktisch formuliert werden müssen, damit sie soziale Praktiken jenseits ihrer eigenen Sinnhaftigkeit evaluativ (er-)fassen können.}}, author = {{Bloh, Thiemo}}, issn = {{1619-5515}}, journal = {{Zeitschrift für Evaluation}}, keywords = {{Strategy and Management, Applied Psychology, Social Sciences (miscellaneous), Education, Communication, Statistics and Probability}}, number = {{02}}, pages = {{193--215}}, publisher = {{Waxmann}}, title = {{{Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung}}}, doi = {{10.31244/zfe.2022.02.02}}, volume = {{2022}}, year = {{2022}}, } @article{34198, author = {{Bloh, Thiemo and Caruso, Carina}}, journal = {{die hochschullehre}}, title = {{{Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung. Fragen, Erwägungen und Rekonstruktionen.}}}, doi = {{10.3278/HSL2221W}}, volume = {{8}}, year = {{2022}}, } @article{34199, author = {{Bloh, Thiemo}}, journal = {{Zeitschrift für Pädagogik}}, number = {{6}}, pages = {{749--762}}, title = {{{Grundlagentheoretische Differenzen in der Lehrkräftekooperationsforschung}}}, doi = {{10.3262/ZP2206749}}, volume = {{68}}, year = {{2022}}, } @inproceedings{34203, author = {{Bloh, Thiemo}}, location = {{Paderborn}}, title = {{{Was bedeutet Post-Digitalität? – Universitäre Lehrpraktiken zwischen situativer Anforderung und habitueller Prägung}}}, year = {{2022}}, } @inproceedings{34201, author = {{Bloh, Thiemo}}, location = {{Oldenburg}}, title = {{{AussteigerInnen – Fluchtbewegungen in der LehrerInnenbiographie}}}, year = {{2022}}, } @inproceedings{34202, author = {{Bloh, Thiemo}}, location = {{Frankfurt a.M.}}, title = {{{„Referenzrahmen“ als gewinnbringendes Konstrukt im Kontext Dokumentarischer Evaluationsforschung!?}}}, year = {{2022}}, } @inproceedings{34204, author = {{Bloh, Thiemo}}, location = {{Paderborn}}, title = {{{The Deconstruction of Professionalism}}}, year = {{2022}}, } @inbook{34467, author = {{Lütje-Klose , Birgit and Grüter, Sandra and Neumann, Phillip and Weber, Antonia and Goldan, Janka and Gorges, Julia and Wild, Elke}}, booktitle = {{Qualifizierung für Inklusion. Sekundarstufe }}, editor = {{Lutz, Deborah and Becker, Jonas and Buchhaupt, Felix and Katzenbach, Dieter and Strecker, Alicia and Urban, Michael}}, isbn = {{978-3-8309-4514-7}}, pages = {{163--178}}, publisher = {{Waxmann}}, title = {{{Weil wir tatsächlich nicht voneinander wussten, was jeder Einzelne so an verborgenen Schätzen bringt}}}, doi = {{10.31244/9783830995142}}, volume = {{3}}, year = {{2022}}, } @inbook{29104, abstract = {{The digitalization of workplaces can introduce changes on various levels of work activities. Educational research follows this transformation in one of two ways: On the one hand, there is the optimistic perspective of expecting to improve the quality of work and work life; on the other hand, there is the expectation that conditions of work and work life will generally deteriorate. Irrespective of the concrete outcomes of digitalization, a general agreement exists that digitalization will induce changes at workplaces that affect individuals and the tasks they do. At the same time, however, scholars disagree as to whether employees experience these changes in terms of affordances that engage them into learning new processes or if they experience constraints that inhibit further engagement in learning. This chapter explores the particular developments covered under the topic of digitalization at and of work, explains particular challenges of the introduction of cyber-physical systems and analyzes consequences for workplace learning. It focuses on conceptual change as a theoretical framework for understanding the quality of learning processes that seem inevitable in order to cope with the new requirements and – more importantly – to use the potentials of the new technologies. It then sketches the poor state of empirical research conducted in this area – so far limited to exploratory field studies – even in times of corona, which has boosted the digital transformation. The chapter ends with a description of the potential and problems of – at best interdisciplinary – research into learning at digitalized workplaces.}}, author = {{Harteis, Christian and Goller, Michael and Gerholz, Karl-Heinz}}, booktitle = {{The SAGE Handbook of Learning and Work}}, editor = {{Malloch, Margaret and Cairns, Len and Evans, Karen and O'Connor, Bridget N.}}, isbn = {{978-1-5264-9111-4}}, pages = {{329--342}}, publisher = {{SAGE Publications}}, title = {{{Digitalization of work: Challenges for workplace learning}}}, year = {{2022}}, } @article{29103, abstract = {{Im Praxissemester (PS) sind Mentor*innen für Studierende wichtige Bezugspersonen, die sie u. a. bei der Planung, Durchführung und Reflexion von Unterricht begleiten. Während z.B. zur Kompetenzentwicklung Studierender im PS mehrere Erkenntnisse vorliegen, ist die Perspektive von Mentor*innen bisher wenig untersucht. Dieser Bericht zielt darauf, die Relevanz von Mentor*innen herauszuarbeiten, Forschungsdesiderate zu umreißen und Handlungsoptionen aufzuzeigen.}}, author = {{Caruso, Carina and Goller, Michael}}, journal = {{Die Deutsche Schule}}, keywords = {{Schlagwörter: Mentoring, Praxissemester, Professionalisierung}}, number = {{4}}, publisher = {{Waxmann}}, title = {{{Die Relevanz von Mentor*innen für die Professionalisierung von angehenden Lehrkräften im Praxissemester: Forschungsdesiderate und Handlungsoptionen}}}, volume = {{114}}, year = {{2022}}, }