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Cham: Springer International Publishing, 2022."},"date_created":"2022-09-06T16:03:38Z","place":"Cham","department":[{"_id":"452"}],"type":"book_editor","publication_identifier":{"issn":["2210-5549","2210-5557"],"isbn":["9783031085178","9783031085185"]},"title":"Methods for Researching Professional Learning and Development","year":"2022","status":"public","publication_status":"published","date_updated":"2022-09-06T16:03:53Z","_id":"33275","publisher":"Springer International Publishing","language":[{"iso":"eng"}],"editor":[{"full_name":"Goller, Michael","orcid":"0000-0002-2820-9178","first_name":"Michael","last_name":"Goller","id":"30984"},{"last_name":"Kyndt","first_name":"Eva","full_name":"Kyndt, Eva"},{"full_name":"Paloniemi, Susanna","last_name":"Paloniemi","first_name":"Susanna"},{"full_name":"Damşa, Crina","first_name":"Crina","last_name":"Damşa"}],"alternative_title":["Challenges, Applications and Empirical Illustrations"],"user_id":"50788","doi":"10.1007/978-3-031-08518-5"},{"citation":{"ama":"Caruso C, Neuweg GH, Wagner M, Harteis C. Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen. Eine explorative Studie. <i>Zeitschrift für Erziehungswissenschaft</i>. Published online 2022. doi:<a href=\"https://doi.org/10.1007/s11618-022-01123-x\">10.1007/s11618-022-01123-x</a>","bibtex":"@article{Caruso_Neuweg_Wagner_Harteis_2022, title={Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen. Eine explorative Studie}, DOI={<a href=\"https://doi.org/10.1007/s11618-022-01123-x\">10.1007/s11618-022-01123-x</a>}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer Science and Business Media LLC}, author={Caruso, Carina and Neuweg, Georg Hans and Wagner, Marlene and Harteis, Christian}, year={2022} }","mla":"Caruso, Carina, et al. “Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen. Eine explorative Studie.” <i>Zeitschrift für Erziehungswissenschaft</i>, Springer Science and Business Media LLC, 2022, doi:<a href=\"https://doi.org/10.1007/s11618-022-01123-x\">10.1007/s11618-022-01123-x</a>.","chicago":"Caruso, Carina, Georg Hans Neuweg, Marlene Wagner, and Christian Harteis. “Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen. Eine explorative Studie.” <i>Zeitschrift für Erziehungswissenschaft</i>, 2022. <a href=\"https://doi.org/10.1007/s11618-022-01123-x\">https://doi.org/10.1007/s11618-022-01123-x</a>.","short":"C. Caruso, G.H. Neuweg, M. Wagner, C. Harteis, Zeitschrift für Erziehungswissenschaft (2022).","apa":"Caruso, C., Neuweg, G. H., Wagner, M., &#38; Harteis, C. (2022). Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen. Eine explorative Studie. <i>Zeitschrift für Erziehungswissenschaft</i>. <a href=\"https://doi.org/10.1007/s11618-022-01123-x\">https://doi.org/10.1007/s11618-022-01123-x</a>","ieee":"C. Caruso, G. H. Neuweg, M. Wagner, and C. Harteis, “Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen. Eine explorative Studie,” <i>Zeitschrift für Erziehungswissenschaft</i>, 2022, doi: <a href=\"https://doi.org/10.1007/s11618-022-01123-x\">10.1007/s11618-022-01123-x</a>."},"publication":"Zeitschrift für Erziehungswissenschaft","abstract":[{"lang":"ger","text":"In der Mehrheit der deutschen Bundesländer ist ein Langzeitpraktikum (Praxissemester) Bestandteil der Lehramtsstudiengänge. Es zielt insbesondere darauf, Theorie und Praxis miteinander in Beziehung zu setzen. Trotz der gewichtigen Rolle, die den Mentor*innen dabei zugeschrieben wird, ist deren Perspektive noch wenig untersucht. Die empirisch auffindbaren Unterschiede in der Betreuung Studierender könnten u. a. auf unterschiedliche Vorstellungen von der Beziehung zwischen Theorie und Praxis seitens der Mentor*innen zurückzuführen sein. Diese Vorstellungen interessieren in der im Folgenden dargestellten explorativen Interviewstudie, deren Daten einer strukturierenden Inhaltsanalyse unterzogen wurden. Nachstehenden Forschungsfragen wird nachgegangen:\r\n\r\n1) Sind die Mentor*innen auf die Aufgabe der Verknüpfung von Theorie und Praxis vorbereitet?\r\n\r\n2) Werden in den Erzählungen der Mentor*innen zu gelingenden und misslingenden Betreuungserfahrungen Theorie-Praxis-Relationierungsfiguren sichtbar, wenn ja, welche und zeigen sich Bemühungen der Verknüpfung von Theorie und Praxis?\r\n\r\n3) Werden in den Erzählungen der Mentor*innen zur eigenen Lerngeschichte Theorie-Praxis-Relationierungsfiguren sichtbar, wenn ja, welche und welche relative Rolle spielt das Ausbildungswissen aus Sicht der Mentor*innen für die Entwicklung ihres Könnens?\r\n\r\n4) Welches Wissensverständnis der Mentor*innen zeigt sich in den Transkripten und welche Relevanz wird Wissen im Vergleich zu Erfahrung, Reflexion von Erfahrung und Persönlichkeit zugeschrieben?\r\n\r\nEs zeigt sich, dass die Mentor*innen das Theorie-Praxis-Verhältnis in den Gesprächen selten thematisieren, die Begriffe „Wissen“ und „Können“ synonym verwenden und der Erfahrung für die Entwicklung von Können eine höhere Relevanz beimessen als dem didaktischen und pädagogischen Ausbildungswissen."}],"date_created":"2022-09-14T06:41:16Z","department":[{"_id":"452"}],"keyword":["Lehrer*innenbildung","Mentoring","Praxissemester","Professionalisierung","Theorie-Praxis-Relationierung"],"type":"journal_article","author":[{"first_name":"Carina","last_name":"Caruso","full_name":"Caruso, Carina"},{"full_name":"Neuweg, Georg Hans","last_name":"Neuweg","first_name":"Georg Hans"},{"full_name":"Wagner, Marlene","first_name":"Marlene","last_name":"Wagner"},{"full_name":"Harteis, Christian","orcid":"https://orcid.org/0000-0002-3570-7626","first_name":"Christian","last_name":"Harteis","id":"27503"}],"publication_identifier":{"issn":["1434-663X","1862-5215"]},"year":"2022","title":"Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen. Eine explorative Studie","status":"public","publication_status":"published","date_updated":"2022-09-14T15:20:57Z","publisher":"Springer Science and Business Media LLC","_id":"33365","language":[{"iso":"ger"}],"user_id":"74133","doi":"10.1007/s11618-022-01123-x"},{"doi":"10.31244/9783830995135","language":[{"iso":"eng"}],"intvolume":"         2","publication_status":"published","date_updated":"2023-01-10T15:01:27Z","author":[{"last_name":"Franzen","first_name":"Katja","full_name":"Franzen, Katja","id":"75124"},{"id":"48393","first_name":"Timm","last_name":"Albers","full_name":"Albers, Timm"},{"id":"26282","full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank"}],"publication_identifier":{"isbn":["9783830945130"]},"title":"Qualifizierung von Studierenden des Grund- und Förderschullehramts für Inklusion in Schule und Unterricht","year":"2022","department":[{"_id":"460"}],"type":"book_chapter","date_created":"2023-01-10T14:07:00Z","abstract":[{"lang":"eng","text":"<jats:p>Inklusion ist als Thema aus dem deutschen Bildungssystem nicht mehr wegzudenken und trotzdem stellt sie weiterhin eine Herausforderung auf unterschiedlichen Ebenen dar. Die Qualifizierung der pädagogischen Fachkräfte ist dabei neben der Bereitstellung adäquater Rahmenbedingungen als ein besonders wichtiges Handlungsfeld zu betrachten. Die Bände der Reihe „Qualifizierung für Inklusion“ greifen den bestehenden Forschungs- und Entwicklungsbedarf auf und geben einen Überblick über die Ergebnisse der vom BMBF im Rahmen des Programms „Qualifzierung der pädagogischen Fachkräfte für inklusive Bildung“ geförderten Forschungsprojekte. Adressiert werden damit sowohl Wissenschaftler:innen als auch mit dem Themenfeld Inklusion befasste Personen und Institutionen der Aus-, Fort- und Weiterbildung, der Bildungsadministration und der Bildungspolitik. Der zweite Band der Reihe versammelt die Vorstellung von Projekten, Ergebnissen und Materialien, die sich dem Bildungsbereich der Grundschule zuordnen lassen. Die Reihe besteht aus drei weiteren Bänden, in denen die Ergebnisse zur Qualifizierung für Inklusion im Elementarbereich (Band 1), in der Sekundarstufe (Band 3) sowie in der Berufsschule, Hochschule und Erwachsenenbildung (Band 4) vorgestellt werden.</jats:p>"}],"publication":"Qualifizierung für Inklusion. Grundschule","volume":2,"editor":[{"last_name":"Buchhaupt","first_name":"Felix","full_name":"Buchhaupt, Felix"},{"full_name":"Becker, Jonas","last_name":"Becker","first_name":"Jonas"},{"last_name":"Katzenbach","first_name":"Dieter","full_name":"Katzenbach, Dieter"},{"first_name":"Deborah","last_name":"Lutz","full_name":"Lutz, Deborah"},{"full_name":"Strecker, Alica","last_name":"Strecker","first_name":"Alica"},{"full_name":"Urban, Michael","first_name":"Michael","last_name":"Urban"}],"user_id":"57672","publisher":"Waxmann","_id":"35874","page":"163-176","status":"public","place":"Münster","citation":{"ama":"Franzen K, Albers T, Hellmich F. Qualifizierung von Studierenden des Grund- und Förderschullehramts für Inklusion in Schule und Unterricht. In: Buchhaupt F, Becker J, Katzenbach D, Lutz D, Strecker A, Urban M, eds. <i>Qualifizierung Für Inklusion. Grundschule</i>. Vol 2. Waxmann; 2022:163-176. doi:<a href=\"https://doi.org/10.31244/9783830995135\">10.31244/9783830995135</a>","bibtex":"@inbook{Franzen_Albers_Hellmich_2022, place={Münster}, title={Qualifizierung von Studierenden des Grund- und Förderschullehramts für Inklusion in Schule und Unterricht}, volume={2}, DOI={<a href=\"https://doi.org/10.31244/9783830995135\">10.31244/9783830995135</a>}, booktitle={Qualifizierung für Inklusion. Grundschule}, publisher={Waxmann}, author={Franzen, Katja and Albers, Timm and Hellmich, Frank}, editor={Buchhaupt, Felix and Becker, Jonas and Katzenbach, Dieter and Lutz, Deborah and Strecker, Alica and Urban, Michael}, year={2022}, pages={163–176} }","mla":"Franzen, Katja, et al. “Qualifizierung von Studierenden Des Grund- Und Förderschullehramts Für Inklusion in Schule Und Unterricht.” <i>Qualifizierung Für Inklusion. Grundschule</i>, edited by Felix Buchhaupt et al., vol. 2, Waxmann, 2022, pp. 163–76, doi:<a href=\"https://doi.org/10.31244/9783830995135\">10.31244/9783830995135</a>.","short":"K. Franzen, T. Albers, F. Hellmich, in: F. Buchhaupt, J. Becker, D. Katzenbach, D. Lutz, A. Strecker, M. Urban (Eds.), Qualifizierung Für Inklusion. Grundschule, Waxmann, Münster, 2022, pp. 163–176.","chicago":"Franzen, Katja, Timm Albers, and Frank Hellmich. “Qualifizierung von Studierenden Des Grund- Und Förderschullehramts Für Inklusion in Schule Und Unterricht.” In <i>Qualifizierung Für Inklusion. Grundschule</i>, edited by Felix Buchhaupt, Jonas Becker, Dieter Katzenbach, Deborah Lutz, Alica Strecker, and Michael Urban, 2:163–76. Münster: Waxmann, 2022. <a href=\"https://doi.org/10.31244/9783830995135\">https://doi.org/10.31244/9783830995135</a>.","apa":"Franzen, K., Albers, T., &#38; Hellmich, F. (2022). Qualifizierung von Studierenden des Grund- und Förderschullehramts für Inklusion in Schule und Unterricht. In F. Buchhaupt, J. Becker, D. Katzenbach, D. Lutz, A. Strecker, &#38; M. Urban (Eds.), <i>Qualifizierung für Inklusion. Grundschule</i> (Vol. 2, pp. 163–176). Waxmann. <a href=\"https://doi.org/10.31244/9783830995135\">https://doi.org/10.31244/9783830995135</a>","ieee":"K. Franzen, T. Albers, and F. Hellmich, “Qualifizierung von Studierenden des Grund- und Förderschullehramts für Inklusion in Schule und Unterricht,” in <i>Qualifizierung für Inklusion. Grundschule</i>, vol. 2, F. Buchhaupt, J. Becker, D. Katzenbach, D. Lutz, A. Strecker, and M. Urban, Eds. Münster: Waxmann, 2022, pp. 163–176."}},{"citation":{"ama":"Görel G, Hellmich F. Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education. <i>Australasian Journal of Special and Inclusive Education</i>. 2022;46(2):127-137. doi:<a href=\"https://doi.org/10.1017/jsi.2022.9\">10.1017/jsi.2022.9</a>","bibtex":"@article{Görel_Hellmich_2022, title={Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education}, volume={46}, DOI={<a href=\"https://doi.org/10.1017/jsi.2022.9\">10.1017/jsi.2022.9</a>}, number={2}, journal={Australasian Journal of Special and Inclusive Education}, publisher={Cambridge University Press (CUP)}, author={Görel, Gamze and Hellmich, Frank}, year={2022}, pages={127–137} }","mla":"Görel, Gamze, and Frank Hellmich. “Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education.” <i>Australasian Journal of Special and Inclusive Education</i>, vol. 46, no. 2, Cambridge University Press (CUP), 2022, pp. 127–37, doi:<a href=\"https://doi.org/10.1017/jsi.2022.9\">10.1017/jsi.2022.9</a>.","chicago":"Görel, Gamze, and Frank Hellmich. “Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education.” <i>Australasian Journal of Special and Inclusive Education</i> 46, no. 2 (2022): 127–37. <a href=\"https://doi.org/10.1017/jsi.2022.9\">https://doi.org/10.1017/jsi.2022.9</a>.","short":"G. Görel, F. Hellmich, Australasian Journal of Special and Inclusive Education 46 (2022) 127–137.","apa":"Görel, G., &#38; Hellmich, F. (2022). Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education. <i>Australasian Journal of Special and Inclusive Education</i>, <i>46</i>(2), 127–137. <a href=\"https://doi.org/10.1017/jsi.2022.9\">https://doi.org/10.1017/jsi.2022.9</a>","ieee":"G. Görel and F. Hellmich, “Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education,” <i>Australasian Journal of Special and Inclusive Education</i>, vol. 46, no. 2, pp. 127–137, 2022, doi: <a href=\"https://doi.org/10.1017/jsi.2022.9\">10.1017/jsi.2022.9</a>."},"status":"public","volume":46,"user_id":"57672","publisher":"Cambridge University Press (CUP)","_id":"35867","page":"127-137","abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>Following the United Nations Convention on the Rights of Persons With Disabilities, questions concerning the joint education of students with and without special educational needs remain to be answered. Currently, there is a need for knowledge about the necessary conditions for a successful implementation of inclusive education. Thus, the aim of the present study is to identify conditions for the implementation of inclusion that are seen as necessary by primary school principals. Therefore, 32 primary school principals were interviewed. The results of the interview study reveal that factors like personnel, financial and material resources as well as building infrastructure in primary schools are seen as important requirements for the successful realisation of inclusive education. Apart from that, the importance of attitudes towards inclusion and sociopolitical conditions for the realisation of inclusion became apparent. Further conditions, which are mentioned from the interviewed principals’ point of view, are related to teacher training, appropriate class sizes and, for example, opportunities for exchanging information. The results of the study indicate that there are essential obstacles as perceived by primary school principals that can impede the implementation of inclusion in primary schools.</jats:p>","lang":"eng"}],"publication":"Australasian Journal of Special and Inclusive Education","issue":"2","department":[{"_id":"460"}],"keyword":["General Engineering"],"type":"journal_article","date_created":"2023-01-10T14:00:46Z","intvolume":"        46","date_updated":"2023-01-10T15:01:15Z","publication_status":"published","publication_identifier":{"issn":["2515-0731","2515-074X"]},"author":[{"full_name":"Görel, Gamze","first_name":"Gamze","last_name":"Görel","id":"13345"},{"id":"26282","last_name":"Hellmich","first_name":"Frank","full_name":"Hellmich, Frank"}],"year":"2022","title":"Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education","doi":"10.1017/jsi.2022.9","language":[{"iso":"eng"}]},{"user_id":"57672","editor":[{"full_name":"Müller, Thomas","last_name":"Müller","first_name":"Thomas"},{"first_name":"Christoph","last_name":"Ratz","full_name":"Ratz, Christoph"},{"full_name":"Stein, Roland","first_name":"Roland","last_name":"Stein"},{"full_name":"Lüke, Carina","first_name":"Carina","last_name":"Lüke"}],"page":"334–340","_id":"35787","language":[{"iso":"ger"}],"publisher":"Bad Heilbrunn","date_updated":"2023-01-10T15:01:42Z","year":"2022","title":"Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften","status":"public","author":[{"id":"75124","last_name":"Franzen","first_name":"Katja","full_name":"Franzen, Katja"},{"full_name":"Moschner, Barbara","last_name":"Moschner","first_name":"Barbara"},{"id":"26282","last_name":"Hellmich","first_name":"Frank","full_name":"Hellmich, Frank"}],"type":"book_chapter","department":[{"_id":"460"}],"date_created":"2023-01-10T10:53:52Z","place":"Klinkhardt","publication":"Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung ","citation":{"bibtex":"@inbook{Franzen_Moschner_Hellmich_2022, place={Klinkhardt}, title={Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften}, booktitle={Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung }, publisher={Bad Heilbrunn}, author={Franzen, Katja and Moschner, Barbara and Hellmich, Frank}, editor={Müller, Thomas and Ratz, Christoph and Stein, Roland and Lüke, Carina}, year={2022}, pages={334–340} }","ama":"Franzen K, Moschner B, Hellmich F. Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften. In: Müller T, Ratz C, Stein R, Lüke C, eds. <i>Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung </i>. Bad Heilbrunn; 2022:334–340.","mla":"Franzen, Katja, et al. “Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften.” <i>Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung </i>, edited by Thomas Müller et al., Bad Heilbrunn, 2022, pp. 334–340.","chicago":"Franzen, Katja, Barbara Moschner, and Frank Hellmich. “Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften.” In <i>Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung </i>, edited by Thomas Müller, Christoph Ratz, Roland Stein, and Carina Lüke, 334–340. Klinkhardt: Bad Heilbrunn, 2022.","short":"K. Franzen, B. Moschner, F. Hellmich, in: T. Müller, C. Ratz, R. Stein, C. Lüke (Eds.), Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung , Bad Heilbrunn, Klinkhardt, 2022, pp. 334–340.","ieee":"K. Franzen, B. Moschner, and F. Hellmich, “Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften,” in <i>Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung </i>, T. Müller, C. Ratz, R. Stein, and C. Lüke, Eds. Klinkhardt: Bad Heilbrunn, 2022, pp. 334–340.","apa":"Franzen, K., Moschner, B., &#38; Hellmich, F. (2022). Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften. In T. Müller, C. Ratz, R. Stein, &#38; C. Lüke (Eds.), <i>Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung </i> (pp. 334–340). Bad Heilbrunn."}},{"date_updated":"2023-01-10T15:01:54Z","author":[{"last_name":"Löper","first_name":"Marwin Felix","full_name":"Löper, Marwin Felix","id":"26693"},{"id":"26282","full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank"}],"year":"2022","title":"Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften","status":"public","editor":[{"full_name":"Müller, Thomas","first_name":"Thomas","last_name":"Müller"},{"full_name":"Ratz, Christoph","last_name":"Ratz","first_name":"Christoph"},{"last_name":"Stein","first_name":"Roland","full_name":"Stein, Roland"},{"full_name":"Lüke, Carina","last_name":"Lüke","first_name":"Carina"}],"user_id":"57672","_id":"35832","publisher":"Klinkhardt","language":[{"iso":"ger"}],"page":"372–378","citation":{"mla":"Löper, Marwin Felix, and Frank Hellmich. “Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften.” <i>Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung</i>, edited by Thomas Müller et al., Klinkhardt, 2022, pp. 372–378.","bibtex":"@inbook{Löper_Hellmich_2022, place={Bad Heilbrunn}, title={Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften}, booktitle={Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung}, publisher={Klinkhardt}, author={Löper, Marwin Felix and Hellmich, Frank}, editor={Müller, Thomas and Ratz, Christoph and Stein, Roland and Lüke, Carina}, year={2022}, pages={372–378} }","ama":"Löper MF, Hellmich F. Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften. In: Müller T, Ratz C, Stein R, Lüke C, eds. <i>Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung</i>. Klinkhardt; 2022:372–378.","ieee":"M. F. Löper and F. Hellmich, “Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften,” in <i>Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung</i>, T. Müller, C. Ratz, R. Stein, and C. Lüke, Eds. Bad Heilbrunn: Klinkhardt, 2022, pp. 372–378.","apa":"Löper, M. F., &#38; Hellmich, F. (2022). Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften. In T. Müller, C. Ratz, R. Stein, &#38; C. Lüke (Eds.), <i>Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung</i> (pp. 372–378). Klinkhardt.","chicago":"Löper, Marwin Felix, and Frank Hellmich. “Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften.” In <i>Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung</i>, edited by Thomas Müller, Christoph Ratz, Roland Stein, and Carina Lüke, 372–378. Bad Heilbrunn: Klinkhardt, 2022.","short":"M.F. Löper, F. Hellmich, in: T. Müller, C. Ratz, R. Stein, C. Lüke (Eds.), Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung, Klinkhardt, Bad Heilbrunn, 2022, pp. 372–378."},"publication":"Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung","department":[{"_id":"460"}],"type":"book_chapter","place":"Bad Heilbrunn","date_created":"2023-01-10T13:59:30Z"},{"citation":{"chicago":"Aroni, Katerina, Anastasia Toulia, Sílvia Regina Gonçalves  Alves, Sepideh Hassani, Franziska Anna Heidrich, Katja Franzen, Gamze Görel, et al. <i>FRIEND-SHIP Intervention Program – The Handbook</i>. Porto: Porto Polytechnic, 2022.","short":"K. Aroni, A. Toulia, S.R.G. Alves, S. Hassani, F.A. Heidrich, K. Franzen, G. Görel, M.F. Löper, T. Aguiar, M. Silveira-Maia, M.M.P.S. Sanches-Ferreira, F. Hellmich, S. Schwab, I. Avramidis, FRIEND-SHIP Intervention Program – The Handbook, Porto Polytechnic, Porto, 2022.","ieee":"K. Aroni <i>et al.</i>, <i>FRIEND-SHIP Intervention Program – The Handbook</i>. Porto: Porto Polytechnic, 2022.","apa":"Aroni, K., Toulia, A., Alves, S. R. G., Hassani, S., Heidrich, F. A., Franzen, K., Görel, G., Löper, M. F., Aguiar, T., Silveira-Maia, M., Sanches-Ferreira, M. M. P. S., Hellmich, F., Schwab, S., &#38; Avramidis, I. (2022). <i>FRIEND-SHIP Intervention Program – The Handbook</i>. Porto Polytechnic.","bibtex":"@book{Aroni_Toulia_Alves_Hassani_Heidrich_Franzen_Görel_Löper_Aguiar_Silveira-Maia_et al._2022, place={Porto}, title={FRIEND-SHIP Intervention Program – The Handbook}, publisher={Porto Polytechnic}, author={Aroni, Katerina and Toulia, Anastasia and Alves, Sílvia Regina Gonçalves  and Hassani, Sepideh and Heidrich, Franziska Anna and Franzen, Katja and Görel, Gamze and Löper, Marwin Felix and Aguiar, Teresa and Silveira-Maia, Mónica and et al.}, year={2022} }","ama":"Aroni K, Toulia A, Alves SRG, et al. <i>FRIEND-SHIP Intervention Program – The Handbook</i>. Porto Polytechnic; 2022.","mla":"Aroni, Katerina, et al. <i>FRIEND-SHIP Intervention Program – The Handbook</i>. Porto Polytechnic, 2022."},"date_created":"2023-01-10T14:45:34Z","place":"Porto","department":[{"_id":"460"}],"type":"book","author":[{"first_name":"Katerina","last_name":"Aroni","full_name":"Aroni, Katerina"},{"first_name":"Anastasia","last_name":"Toulia","full_name":"Toulia, Anastasia"},{"full_name":"Alves, Sílvia Regina Gonçalves ","first_name":"Sílvia Regina Gonçalves ","last_name":"Alves"},{"full_name":"Hassani, Sepideh","first_name":"Sepideh","last_name":"Hassani"},{"full_name":"Heidrich, Franziska Anna","last_name":"Heidrich","first_name":"Franziska Anna"},{"id":"75124","last_name":"Franzen","first_name":"Katja","full_name":"Franzen, Katja"},{"id":"13345","last_name":"Görel","first_name":"Gamze","full_name":"Görel, Gamze"},{"full_name":"Löper, Marwin Felix","first_name":"Marwin Felix","last_name":"Löper","id":"26693"},{"full_name":"Aguiar, Teresa","first_name":"Teresa","last_name":"Aguiar"},{"last_name":"Silveira-Maia","first_name":"Mónica","full_name":"Silveira-Maia, Mónica"},{"first_name":"Maria Manuela Pires Sanches","last_name":"Sanches-Ferreira","full_name":"Sanches-Ferreira, Maria Manuela Pires Sanches"},{"id":"26282","full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank"},{"last_name":"Schwab","first_name":"Susanne","full_name":"Schwab, Susanne"},{"first_name":"Ilias","last_name":"Avramidis","full_name":"Avramidis, Ilias"}],"status":"public","title":"FRIEND-SHIP Intervention Program – The Handbook","year":"2022","date_updated":"2023-01-10T15:01:11Z","_id":"35883","language":[{"iso":"eng"}],"publisher":"Porto Polytechnic","user_id":"57672"},{"doi":"10.11576/HLZ-4949","main_file_link":[{"url":"https://www.herausforderung-lehrerinnenbildung.de/index.php/hlz/article/view/4949","open_access":"1"}],"language":[{"iso":"ger"}],"date_updated":"2023-01-10T19:40:36Z","publication_status":"published","intvolume":"         5","title":"Der Rollenhut als Vermittlungsmedium - Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen","year":"2022","author":[{"id":"95559","full_name":"Neumann, Phillip","last_name":"Neumann","first_name":"Phillip"},{"last_name":"Hopmann","first_name":"Benedikt","full_name":"Hopmann, Benedikt"},{"first_name":"Birgit","last_name":"Lütje-Klose","full_name":"Lütje-Klose, Birgit"}],"publication_identifier":{"eissn":["2625-0675"]},"type":"journal_article","department":[{"_id":"479"}],"date_created":"2022-12-16T14:37:05Z","abstract":[{"text":"Multiprofessionelle Kooperation zwischen allgemeinen und sonderpädagogischen Lehrkräften und mit weiteren Fachkräften, u.a. der Schulsozialarbeit, der Schulpsychologie und mit Schulbegleitungen, gilt bei der Entwicklung inklusiver Schulen als zentrale Stellschraube. Dementsprechend wird Kooperation im Kontext Schule auch in der universitären Ausbildung von zukünftig miteinander kooperierenden Professionen sowie in Fortbildungen für Lehrkräfte und multiprofessionelle Teams verstärkt ins Blickfeld gerückt. Zugleich lässt sich beobachten, dass in inklusiven Schulen bislang vermeintlich klare Zuständigkeiten, insbesondere zwischen Sonder- und Sozialpädagog*innen, aufweichen und neu austariert werden müssen. Bei der Entwicklung multiprofessioneller Teams gilt die Klärung von Rollen und Aufgaben als eine besondere Herausforderung, wenn unterschiedliche Professionen mit unterschiedlichen institutionellen Anbindungen und pädagogischen Zielperspektiven oder Grundhaltungen mitei-nander kooperieren. Das vorgestellte Instrument – der Rollenhut – dient dazu, in multiprofessionellen Gruppen eine individuelle Reflexion über die eigenen Aufgaben anzustoßen und auf dieser Grundlage gemeinsam über die gegenseitigen Erwartungen und Rollen zu diskutieren. Das Instrument wurde im Kontext von Fortbildungen multiprofessioneller Teams an Schulen konzipiert und auch im Rahmen der universitären Lehrer*innenbildung erprobt.","lang":"ger"}],"extern":"1","issue":"1","publication":"Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion","ddc":["370"],"user_id":"95559","volume":5,"page":"13-25","_id":"34468","has_accepted_license":"1","status":"public","oa":"1","citation":{"apa":"Neumann, P., Hopmann, B., &#38; Lütje-Klose, B. (2022). Der Rollenhut als Vermittlungsmedium - Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen. <i>Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion</i>, <i>5</i>(1), 13–25. <a href=\"https://doi.org/10.11576/HLZ-4949\">https://doi.org/10.11576/HLZ-4949</a>","ieee":"P. Neumann, B. Hopmann, and B. Lütje-Klose, “Der Rollenhut als Vermittlungsmedium - Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen,” <i>Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion</i>, vol. 5, no. 1, pp. 13–25, 2022, doi: <a href=\"https://doi.org/10.11576/HLZ-4949\">10.11576/HLZ-4949</a>.","chicago":"Neumann, Phillip, Benedikt Hopmann, and Birgit Lütje-Klose. “Der Rollenhut als Vermittlungsmedium - Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen.” <i>Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion</i> 5, no. 1 (2022): 13–25. <a href=\"https://doi.org/10.11576/HLZ-4949\">https://doi.org/10.11576/HLZ-4949</a>.","short":"P. Neumann, B. Hopmann, B. Lütje-Klose, Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion 5 (2022) 13–25.","mla":"Neumann, Phillip, et al. “Der Rollenhut als Vermittlungsmedium - Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen.” <i>Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion</i>, vol. 5, no. 1, 2022, pp. 13–25, doi:<a href=\"https://doi.org/10.11576/HLZ-4949\">10.11576/HLZ-4949</a>.","ama":"Neumann P, Hopmann B, Lütje-Klose B. Der Rollenhut als Vermittlungsmedium - Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen. <i>Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion</i>. 2022;5(1):13-25. doi:<a href=\"https://doi.org/10.11576/HLZ-4949\">10.11576/HLZ-4949</a>","bibtex":"@article{Neumann_Hopmann_Lütje-Klose_2022, title={Der Rollenhut als Vermittlungsmedium - Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen}, volume={5}, DOI={<a href=\"https://doi.org/10.11576/HLZ-4949\">10.11576/HLZ-4949</a>}, number={1}, journal={Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion}, author={Neumann, Phillip and Hopmann, Benedikt and Lütje-Klose, Birgit}, year={2022}, pages={13–25} }"}},{"oa":"1","citation":{"apa":"Gorges, J., Neumann, P., &#38; Störtländer, J. C. (2022). Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction. <i>Frontiers in Psychology</i>, <i>13</i>. <a href=\"https://doi.org/10.3389/fpsyg.2022.876521\">https://doi.org/10.3389/fpsyg.2022.876521</a>","ieee":"J. Gorges, P. Neumann, and J. C. Störtländer, “Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction,” <i>Frontiers in Psychology</i>, vol. 13, 2022, doi: <a href=\"https://doi.org/10.3389/fpsyg.2022.876521\">10.3389/fpsyg.2022.876521</a>.","short":"J. Gorges, P. Neumann, J.C. Störtländer, Frontiers in Psychology 13 (2022).","chicago":"Gorges, Julia, Phillip Neumann, and Jan Christoph Störtländer. “Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction.” <i>Frontiers in Psychology</i> 13 (2022). <a href=\"https://doi.org/10.3389/fpsyg.2022.876521\">https://doi.org/10.3389/fpsyg.2022.876521</a>.","mla":"Gorges, Julia, et al. “Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction.” <i>Frontiers in Psychology</i>, vol. 13, Frontiers Media SA, 2022, doi:<a href=\"https://doi.org/10.3389/fpsyg.2022.876521\">10.3389/fpsyg.2022.876521</a>.","ama":"Gorges J, Neumann P, Störtländer JC. Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction. <i>Frontiers in Psychology</i>. 2022;13. doi:<a href=\"https://doi.org/10.3389/fpsyg.2022.876521\">10.3389/fpsyg.2022.876521</a>","bibtex":"@article{Gorges_Neumann_Störtländer_2022, title={Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction}, volume={13}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2022.876521\">10.3389/fpsyg.2022.876521</a>}, journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Gorges, Julia and Neumann, Phillip and Störtländer, Jan Christoph}, year={2022} }"},"publisher":"Frontiers Media SA","_id":"34461","ddc":["370"],"user_id":"95559","volume":13,"status":"public","has_accepted_license":"1","date_created":"2022-12-16T11:56:33Z","type":"journal_article","keyword":["General Psychology"],"department":[{"_id":"479"}],"publication":"Frontiers in Psychology","abstract":[{"text":"Teaching is a highly demanding profession that requires handling multiple and potentially contradictory goals. Therefore, it is likely that teachers experience conflict between work-related goals on a daily basis. Intraindividual goal conflict may occur when individuals pursue multiple goals drawing on the same limited resources (resource-based goal conflict), or when two or more goals are incompatible in terms of goal attainment strategy or desired end states (inherent goal conflict). Because goal conflict is typically associated with negative effects such as attenuated motivation and wellbeing, teacher goal conflict may jeopardize teaching motivation. This cross-sectional study investigated the effects of in-service teachers’ (<jats:italic>N</jats:italic> = 302) goal conflicts on their autonomous (intrinsic and identified regulation) and controlled (introjected and extrinsic regulation) teaching motivation and tested the satisfaction of teachers’ basic need for autonomy, competence, and relatedness as mediators. In line with our hypotheses, results from structural equation modeling showed that frequently experiencing resource-based goal conflict leads to a lower satisfaction of the basic need for autonomy, which, however, was unrelated to teaching motivation. In contrast, frequently experiencing inherent goal conflict attenuates the satisfaction of the basic need for competence, which, in turn, positively predicted autonomous teaching motivation and negatively predicted extrinsic regulation. As expected, relatedness was not associated with the experience of goal conflict. The discussion focuses on differential effects of the two types of goal conflict on teaching motivation and on the relevance to expand research on teachers’ intraindividual goal conflicts.","lang":"eng"}],"extern":"1","main_file_link":[{"url":"https://www.frontiersin.org/articles/10.3389/fpsyg.2022.876521/full","open_access":"1"}],"language":[{"iso":"eng"}],"doi":"10.3389/fpsyg.2022.876521","title":"Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction","year":"2022","publication_identifier":{"issn":["1664-1078"]},"author":[{"last_name":"Gorges","first_name":"Julia","full_name":"Gorges, Julia"},{"id":"95559","full_name":"Neumann, Phillip","first_name":"Phillip","last_name":"Neumann"},{"first_name":"Jan Christoph","last_name":"Störtländer","full_name":"Störtländer, Jan Christoph"}],"date_updated":"2023-01-10T19:39:38Z","publication_status":"published","intvolume":"        13"},{"citation":{"chicago":"Knickenberg, Margarita, Carmen L. A. Zurbriggen, and Susanne Schwab. “Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings.” <i>SAGE Open</i> 12, no. 1 (2022). <a href=\"https://doi.org/10.1177/21582440221079896\">https://doi.org/10.1177/21582440221079896</a>.","short":"M. Knickenberg, C.L.A. Zurbriggen, S. Schwab, SAGE Open 12 (2022).","ieee":"M. Knickenberg, C. L. A. Zurbriggen, and S. Schwab, “Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings,” <i>SAGE Open</i>, vol. 12, no. 1, Art. no. 215824402210798, 2022, doi: <a href=\"https://doi.org/10.1177/21582440221079896\">10.1177/21582440221079896</a>.","apa":"Knickenberg, M., Zurbriggen, C. L. A., &#38; Schwab, S. (2022). Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings. <i>SAGE Open</i>, <i>12</i>(1), Article 215824402210798. <a href=\"https://doi.org/10.1177/21582440221079896\">https://doi.org/10.1177/21582440221079896</a>","bibtex":"@article{Knickenberg_Zurbriggen_Schwab_2022, title={Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings}, volume={12}, DOI={<a href=\"https://doi.org/10.1177/21582440221079896\">10.1177/21582440221079896</a>}, number={1215824402210798}, journal={SAGE Open}, publisher={SAGE Publications}, author={Knickenberg, Margarita and Zurbriggen, Carmen L. A. and Schwab, Susanne}, year={2022} }","ama":"Knickenberg M, Zurbriggen CLA, Schwab S. Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings. <i>SAGE Open</i>. 2022;12(1). doi:<a href=\"https://doi.org/10.1177/21582440221079896\">10.1177/21582440221079896</a>","mla":"Knickenberg, Margarita, et al. “Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings.” <i>SAGE Open</i>, vol. 12, no. 1, 215824402210798, SAGE Publications, 2022, doi:<a href=\"https://doi.org/10.1177/21582440221079896\">10.1177/21582440221079896</a>."},"_id":"36133","publisher":"SAGE Publications","user_id":"12978","volume":12,"status":"public","date_created":"2023-01-11T13:10:44Z","type":"journal_article","keyword":["General Social Sciences","General Arts and Humanities"],"department":[{"_id":"4"},{"_id":"556"}],"issue":"1","publication":"SAGE Open","abstract":[{"lang":"eng","text":"Considering students’ voices and perspectives is indispensable in educational contexts. Therefore, instruments of measurement that are reliable and valid and can be used easily without complications are needed in schools. The Perceptions of Inclusion Questionnaire (PIQ) is a short instrument used to assess three central dimensions of inclusion, namely emotional and social inclusion and academic self-concept. Previous evaluations indicate in general high psychometric properties. This study aimed to evaluate the construct validity of the three scales of the PIQ’s student version using different approaches in two samples from primary (grade 4, N = 721) and secondary (grade 7, N = 393) schools. The results of confirmatory factorial analyses confirmed the PIQ’s three factors in both samples which are also measurement equivalent across grades. Plausible correlations with additional divergent and convergent scales reveal that the PIQ measures the theoretically assumed constructs—emotional and social inclusion as well as academic self-concept—validly. "}],"article_number":"215824402210798","language":[{"iso":"eng"}],"doi":"10.1177/21582440221079896","title":"Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings","year":"2022","publication_identifier":{"issn":["2158-2440","2158-2440"]},"author":[{"full_name":"Knickenberg, Margarita","last_name":"Knickenberg","first_name":"Margarita","id":"12978"},{"full_name":"Zurbriggen, Carmen L. A.","last_name":"Zurbriggen","first_name":"Carmen L. A."},{"full_name":"Schwab, Susanne","first_name":"Susanne","last_name":"Schwab"}],"publication_status":"published","date_updated":"2023-01-11T13:12:33Z","article_type":"original","intvolume":"        12"},{"author":[{"full_name":"Engemann, Mario","first_name":"Mario","last_name":"Engemann","id":"81639"}],"year":"2022","status":"public","title":"Ein kommentierter Tagungsbericht zur 4. Werkstatt Unterrichtsfach Pädagogik Ostwestfalen-Lippe (WUPO)","intvolume":"        42","date_updated":"2023-10-26T08:40:26Z","_id":"43418","language":[{"iso":"eng"}],"page":"55-56","volume":42,"user_id":"14931","citation":{"ama":"Engemann M. Ein kommentierter Tagungsbericht zur 4. Werkstatt Unterrichtsfach Pädagogik Ostwestfalen-Lippe (WUPO). <i>Zeitschrift PädagogikUNTERRICHT</i>. 2022;42(4):55-56.","bibtex":"@article{Engemann_2022, title={Ein kommentierter Tagungsbericht zur 4. Werkstatt Unterrichtsfach Pädagogik Ostwestfalen-Lippe (WUPO)}, volume={42}, number={4}, journal={Zeitschrift PädagogikUNTERRICHT}, author={Engemann, Mario}, year={2022}, pages={55–56} }","mla":"Engemann, Mario. “Ein Kommentierter Tagungsbericht Zur 4. Werkstatt Unterrichtsfach Pädagogik Ostwestfalen-Lippe (WUPO).” <i>Zeitschrift PädagogikUNTERRICHT</i>, vol. 42, no. 4, 2022, pp. 55–56.","chicago":"Engemann, Mario. “Ein Kommentierter Tagungsbericht Zur 4. Werkstatt Unterrichtsfach Pädagogik Ostwestfalen-Lippe (WUPO).” <i>Zeitschrift PädagogikUNTERRICHT</i> 42, no. 4 (2022): 55–56.","short":"M. Engemann, Zeitschrift PädagogikUNTERRICHT 42 (2022) 55–56.","apa":"Engemann, M. (2022). Ein kommentierter Tagungsbericht zur 4. Werkstatt Unterrichtsfach Pädagogik Ostwestfalen-Lippe (WUPO). <i>Zeitschrift PädagogikUNTERRICHT</i>, <i>42</i>(4), 55–56.","ieee":"M. Engemann, “Ein kommentierter Tagungsbericht zur 4. Werkstatt Unterrichtsfach Pädagogik Ostwestfalen-Lippe (WUPO),” <i>Zeitschrift PädagogikUNTERRICHT</i>, vol. 42, no. 4, pp. 55–56, 2022."},"issue":"4","publication":"Zeitschrift PädagogikUNTERRICHT","date_created":"2023-04-05T13:49:21Z","department":[{"_id":"539"},{"_id":"459"}],"type":"journal_article"},{"year":"2022","status":"public","title":"Zum Ausmaß und Zusammenhang der unterrichtsbezogenen Nutzung digitaler Medien mit der Medienkompetenz von Lehrkräften unter Berücksichtigung von Hintergrundmerkmalen","author":[{"id":"23123","first_name":"Carina","last_name":"Caruso","full_name":"Caruso, Carina"},{"id":"48921","last_name":"Drossel","first_name":"Kerstin","full_name":"Drossel, Kerstin"},{"first_name":"M","last_name":"Heldt","full_name":"Heldt, M"}],"publication_status":"published","date_updated":"2023-12-06T15:09:04Z","intvolume":"        15","page":"347-361","language":[{"iso":"ger"}],"_id":"46290","user_id":"86519","volume":15,"publication":"Lehrerbildung auf dem Prüfstand","issue":"2","citation":{"mla":"Caruso, Carina, et al. “Zum Ausmaß und Zusammenhang der unterrichtsbezogenen Nutzung digitaler Medien mit der Medienkompetenz von Lehrkräften unter Berücksichtigung von Hintergrundmerkmalen.” <i>Lehrerbildung auf dem Prüfstand</i>, vol. 15, no. 2, 2022, pp. 347–61.","ama":"Caruso C, Drossel K, Heldt M. Zum Ausmaß und Zusammenhang der unterrichtsbezogenen Nutzung digitaler Medien mit der Medienkompetenz von Lehrkräften unter Berücksichtigung von Hintergrundmerkmalen. <i>Lehrerbildung auf dem Prüfstand</i>. 2022;15(2):347-361.","bibtex":"@article{Caruso_Drossel_Heldt_2022, title={Zum Ausmaß und Zusammenhang der unterrichtsbezogenen Nutzung digitaler Medien mit der Medienkompetenz von Lehrkräften unter Berücksichtigung von Hintergrundmerkmalen}, volume={15}, number={2}, journal={Lehrerbildung auf dem Prüfstand}, author={Caruso, Carina and Drossel, Kerstin and Heldt, M}, year={2022}, pages={347–361} }","apa":"Caruso, C., Drossel, K., &#38; Heldt, M. (2022). Zum Ausmaß und Zusammenhang der unterrichtsbezogenen Nutzung digitaler Medien mit der Medienkompetenz von Lehrkräften unter Berücksichtigung von Hintergrundmerkmalen. <i>Lehrerbildung auf dem Prüfstand</i>, <i>15</i>(2), 347–361.","ieee":"C. Caruso, K. Drossel, and M. Heldt, “Zum Ausmaß und Zusammenhang der unterrichtsbezogenen Nutzung digitaler Medien mit der Medienkompetenz von Lehrkräften unter Berücksichtigung von Hintergrundmerkmalen,” <i>Lehrerbildung auf dem Prüfstand</i>, vol. 15, no. 2, pp. 347–361, 2022.","short":"C. Caruso, K. Drossel, M. Heldt, Lehrerbildung auf dem Prüfstand 15 (2022) 347–361.","chicago":"Caruso, Carina, Kerstin Drossel, and M Heldt. “Zum Ausmaß und Zusammenhang der unterrichtsbezogenen Nutzung digitaler Medien mit der Medienkompetenz von Lehrkräften unter Berücksichtigung von Hintergrundmerkmalen.” <i>Lehrerbildung auf dem Prüfstand</i> 15, no. 2 (2022): 347–61."},"date_created":"2023-08-03T17:18:13Z","type":"journal_article","department":[{"_id":"462"}]},{"publication":" Wissenstransfer als Aufgabe, Herausforderung und Chance kulturwissenschaftlicher Forschung. ","department":[{"_id":"457"}],"type":"book_chapter","date_created":"2022-12-21T14:57:47Z","intvolume":"         1","date_updated":"2024-01-05T12:13:30Z","author":[{"id":"27914","full_name":"Eremin, Oxana","last_name":"Eremin","first_name":"Oxana"},{"full_name":"Krämer, Anike","first_name":"Anike","last_name":"Krämer","id":"88558"},{"full_name":"Mattei, Annalisa","last_name":"Mattei","first_name":"Annalisa"}],"publication_identifier":{"isbn":[" 978-3-534-27585-4"]},"year":"2022","title":"(K)Eine Frage des Wissens: Zum Verhältnis von Gender Studies & Wissenstransfer","language":[{"iso":"eng"}],"series_title":"Interdisziplinäre Studien des Paderborner Graduiertenzentrums für Kulturwissenschaften","citation":{"mla":"Eremin, Oxana, et al. “(K)Eine Frage Des Wissens: Zum Verhältnis von Gender Studies &#38; Wissenstransfer.” <i> Wissenstransfer Als Aufgabe, Herausforderung Und Chance Kulturwissenschaftlicher Forschung. </i>, edited by Anda-Lisa Harmening et al., vol. 1, wbg, 2022, pp. 323–52.","bibtex":"@inbook{Eremin_Krämer_Mattei_2022, place={Darmstadt}, series={Interdisziplinäre Studien des Paderborner Graduiertenzentrums für Kulturwissenschaften}, title={(K)Eine Frage des Wissens: Zum Verhältnis von Gender Studies &#38; Wissenstransfer}, volume={1}, booktitle={ Wissenstransfer als Aufgabe, Herausforderung und Chance kulturwissenschaftlicher Forschung. }, publisher={wbg}, author={Eremin, Oxana and Krämer, Anike and Mattei, Annalisa}, editor={Harmening, Anda-Lisa and Leinfellner, Stefanie and Meier, Rebecca}, year={2022}, pages={323–352}, collection={Interdisziplinäre Studien des Paderborner Graduiertenzentrums für Kulturwissenschaften} }","ama":"Eremin O, Krämer A, Mattei A. (K)Eine Frage des Wissens: Zum Verhältnis von Gender Studies &#38; Wissenstransfer. In: Harmening A-L, Leinfellner S, Meier R, eds. <i> Wissenstransfer Als Aufgabe, Herausforderung Und Chance Kulturwissenschaftlicher Forschung. </i>. Vol 1. Interdisziplinäre Studien des Paderborner Graduiertenzentrums für Kulturwissenschaften. wbg; 2022:323-352.","ieee":"O. Eremin, A. Krämer, and A. Mattei, “(K)Eine Frage des Wissens: Zum Verhältnis von Gender Studies &#38; Wissenstransfer,” in <i> Wissenstransfer als Aufgabe, Herausforderung und Chance kulturwissenschaftlicher Forschung. </i>, vol. 1, A.-L. Harmening, S. Leinfellner, and R. Meier, Eds. Darmstadt: wbg, 2022, pp. 323–352.","apa":"Eremin, O., Krämer, A., &#38; Mattei, A. (2022). (K)Eine Frage des Wissens: Zum Verhältnis von Gender Studies &#38; Wissenstransfer. In A.-L. Harmening, S. Leinfellner, &#38; R. Meier (Eds.), <i> Wissenstransfer als Aufgabe, Herausforderung und Chance kulturwissenschaftlicher Forschung. </i> (Vol. 1, pp. 323–352). wbg.","chicago":"Eremin, Oxana, Anike Krämer, and Annalisa Mattei. “(K)Eine Frage Des Wissens: Zum Verhältnis von Gender Studies &#38; Wissenstransfer.” In <i> Wissenstransfer Als Aufgabe, Herausforderung Und Chance Kulturwissenschaftlicher Forschung. </i>, edited by Anda-Lisa Harmening, Stefanie Leinfellner, and Rebecca Meier, 1:323–52. Interdisziplinäre Studien Des Paderborner Graduiertenzentrums Für Kulturwissenschaften. Darmstadt: wbg, 2022.","short":"O. Eremin, A. Krämer, A. Mattei, in: A.-L. Harmening, S. Leinfellner, R. Meier (Eds.),  Wissenstransfer Als Aufgabe, Herausforderung Und Chance Kulturwissenschaftlicher Forschung. , wbg, Darmstadt, 2022, pp. 323–352."},"place":"Darmstadt","status":"public","editor":[{"full_name":"Harmening, Anda-Lisa","first_name":"Anda-Lisa","last_name":"Harmening"},{"first_name":"Stefanie","last_name":"Leinfellner","full_name":"Leinfellner, Stefanie"},{"first_name":"Rebecca","last_name":"Meier","full_name":"Meier, Rebecca"}],"volume":1,"user_id":"27914","_id":"34755","publisher":"wbg","page":"323-352"}]