---
_id: '66479'
abstract:
- lang: eng
text: "Sense of belonging at school (SoBaS) is a basic requirement for every student
and\r\na major inclusivity goal for educational institutions. In the present study,
we re-\r\nport on a self-evaluation of the Laborschule Bielefeld (LS; Germany)
covering\r\n SoBaS. LS is an inclusive experimental comprehensive school with
more than for-\r\nty years of experience concerning a non-segregative and diversity-friendly
school\r\nculture. Based on propensity score matching, the study investigated
whether the\r\nSoBaS scores of the students at this inclusive experimental school
(N= 115) differ\r\nfrom the students visiting inclusive classes in regular state-run
comprehensive\r\nschools (N= 2376). Furthermore, we examined the factors in the
students’ educa-\r\ntional environment at LS that may potentially influence their
SoBaS. The results\r\nindicate that the students attending the LS experienced
a higher SoBaS. In additi-\r\non, certain aspects of LS's teaching and interaction
culture were identified as aus-\r\npicious factors for accomplishing high levels
of students’ SoBaS."
article_type: original
author:
- first_name: Rabea
full_name: Marker, Rabea
last_name: Marker
- first_name: Harry
full_name: Kullmann, Harry
id: '77972'
last_name: Kullmann
orcid: 0000-0001-5488-5105
- first_name: Dominik
full_name: Zentarra, Dominik
last_name: Zentarra
- first_name: Sabine
full_name: Geist, Sabine
last_name: Geist
- first_name: Birgit
full_name: Lütje-Klose, Birgit
last_name: Lütje-Klose
citation:
ama: Marker R, Kullmann H, Zentarra D, Geist S, Lütje-Klose B. 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. Journal for Educational Research Online.
2023;15(2):250-273. doi:10.31244/jero.2023.02.06
apa: Marker, R., Kullmann, H., Zentarra, D., Geist, S., & Lütje-Klose, B. (2023).
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. Journal for Educational
Research Online, 15(2), 250–273. https://doi.org/10.31244/jero.2023.02.06
bibtex: '@article{Marker_Kullmann_Zentarra_Geist_Lütje-Klose_2023, 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}, volume={15}, DOI={10.31244/jero.2023.02.06},
number={2}, journal={Journal for Educational Research Online}, publisher={Waxmann},
author={Marker, Rabea and Kullmann, Harry and Zentarra, Dominik and Geist, Sabine
and Lütje-Klose, Birgit}, year={2023}, pages={250–273} }'
chicago: 'Marker, Rabea, Harry Kullmann, Dominik Zentarra, Sabine Geist, and Birgit
Lütje-Klose. “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.” Journal
for Educational Research Online 15, no. 2 (2023): 250–73. https://doi.org/10.31244/jero.2023.02.06.'
ieee: 'R. Marker, H. Kullmann, D. Zentarra, S. Geist, and B. Lütje-Klose, “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,” Journal for Educational
Research Online, vol. 15, no. 2, pp. 250–273, 2023, doi: 10.31244/jero.2023.02.06.'
mla: Marker, Rabea, et al. “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.” Journal for Educational Research Online, vol. 15, no. 2, Waxmann,
2023, pp. 250–73, doi:10.31244/jero.2023.02.06.
short: R. Marker, H. Kullmann, D. Zentarra, S. Geist, B. Lütje-Klose, Journal for
Educational Research Online 15 (2023) 250–273.
date_created: 2026-07-14T08:12:06Z
date_updated: 2026-08-22T12:07:07Z
department:
- _id: '556'
doi: 10.31244/jero.2023.02.06
intvolume: ' 15'
issue: '2'
jel:
- I24
keyword:
- sense of belonging
- inclusive education
- secondary school
- social-emotional needs
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.pedocs.de/volltexte/2025/32500/pdf/JERO_2023_2_Marker_et_al_Sense_of_Belonging.pdf
oa: '1'
page: 250-273
publication: Journal for Educational Research Online
publication_identifier:
issn:
- 1866-6671
publication_status: published
publisher: Waxmann
quality_controlled: '1'
status: public
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
type: journal_article
user_id: '105186'
volume: 15
year: '2023'
...
---
_id: '31023'
abstract:
- lang: eng
text: "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\r\nexplored,
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\r\neducation from Australia, Canada, Germany, Greece, Italy,
and Switzerland. Serving as both contributors and participants, this study draws
together their personal interpretations and their exper-\r\ntise 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."
article_type: original
author:
- first_name: 'Pearl '
full_name: 'Subban, Pearl '
last_name: Subban
- first_name: Brent
full_name: Bradford, Brent
last_name: Bradford
- first_name: Umesh
full_name: Sharma, Umesh
last_name: Sharma
- first_name: Tim
full_name: Loreman, Tim
last_name: Loreman
- first_name: Elias
full_name: Avramidis, Elias
last_name: Avramidis
- first_name: Harry
full_name: Kullmann, Harry
id: '77972'
last_name: Kullmann
orcid: 0000-0001-5488-5105
- first_name: Caroline
full_name: Sahli Lozano, Caroline
last_name: Sahli Lozano
- first_name: Alessandra
full_name: Romano, Alessandra
last_name: Romano
- first_name: Stuart
full_name: Woodcock, Stuart
last_name: Woodcock
citation:
ama: Subban P, Bradford B, Sharma U, et al. Does it really take a village to raise
a child? Reflections on the need for collective responsibility in inclusive education.
European Journal of Special Needs Education. 2023;37:291–302. doi:10.1080/08856257.2022.2059632
apa: Subban, P., Bradford, B., Sharma, U., Loreman, T., Avramidis, E., Kullmann,
H., Sahli Lozano, C., Romano, A., & Woodcock, S. (2023). Does it really take
a village to raise a child? Reflections on the need for collective responsibility
in inclusive education. European Journal of Special Needs Education, 37,
291–302. https://doi.org/10.1080/08856257.2022.2059632
bibtex: '@article{Subban_Bradford_Sharma_Loreman_Avramidis_Kullmann_Sahli Lozano_Romano_Woodcock_2023,
title={Does it really take a village to raise a child? Reflections on the need
for collective responsibility in inclusive education}, volume={37}, DOI={10.1080/08856257.2022.2059632},
journal={European Journal of Special Needs Education}, 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},
year={2023}, pages={291–302} }'
chicago: 'Subban, Pearl , Brent Bradford, Umesh Sharma, Tim Loreman, Elias Avramidis,
Harry Kullmann, Caroline Sahli Lozano, Alessandra Romano, and Stuart Woodcock.
“Does It Really Take a Village to Raise a Child? Reflections on the Need for Collective
Responsibility in Inclusive Education.” European Journal of Special Needs Education
37 (2023): 291–302. https://doi.org/10.1080/08856257.2022.2059632.'
ieee: 'P. Subban et al., “Does it really take a village to raise a child?
Reflections on the need for collective responsibility in inclusive education,”
European Journal of Special Needs Education, vol. 37, pp. 291–302, 2023,
doi: 10.1080/08856257.2022.2059632.'
mla: Subban, Pearl, et al. “Does It Really Take a Village to Raise a Child? Reflections
on the Need for Collective Responsibility in Inclusive Education.” European
Journal of Special Needs Education, vol. 37, 2023, pp. 291–302, doi:10.1080/08856257.2022.2059632.
short: P. Subban, B. Bradford, U. Sharma, T. Loreman, E. Avramidis, H. Kullmann,
C. Sahli Lozano, A. Romano, S. Woodcock, European Journal of Special Needs Education
37 (2023) 291–302.
date_created: 2022-05-03T06:52:48Z
date_updated: 2026-08-22T12:27:42Z
department:
- _id: '556'
doi: 10.1080/08856257.2022.2059632
intvolume: ' 37'
jel:
- I24
keyword:
- Inclusive education
- inclusive schools
- school leadership
- school community
- village mindset
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.tandfonline.com/doi/epdf/10.1080/08856257.2022.2059632?needAccess=true
oa: '1'
page: 291–302
publication: European Journal of Special Needs Education
publication_status: published
quality_controlled: '1'
status: public
title: Does it really take a village to raise a child? Reflections on the need for
collective responsibility in inclusive education
type: journal_article
user_id: '105186'
volume: 37
year: '2023'
...
---
_id: '26657'
author:
- first_name: Timm
full_name: Albers, Timm
last_name: Albers
- first_name: Agnes
full_name: Filipiak, Agnes
last_name: Filipiak
- first_name: Katja
full_name: Franzen, Katja
id: '75124'
last_name: Franzen
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Albers T, Filipiak A, Franzen K, Hellmich F. Kompetenzentwicklung im inklusiven
Unterricht (KinU) – eine internationale Perspektive. In: Schimek B, Kremsner G,
Proyer M, Grubich R, Paudel F, Grubich-Müller R, eds. Grenzen.Gänge.Zwischen.Welten.
Kontroversen – Entwicklungen – Perspektiven Der Inklusionsforschung. Klinkhardt;
2022:207-214.'
apa: Albers, T., Filipiak, A., Franzen, K., & Hellmich, F. (2022). Kompetenzentwicklung
im inklusiven Unterricht (KinU) – eine internationale Perspektive. In B. Schimek,
G. Kremsner, M. Proyer, R. Grubich, F. Paudel, & R. Grubich-Müller (Eds.),
Grenzen.Gänge.Zwischen.Welten. Kontroversen – Entwicklungen – Perspektiven
der Inklusionsforschung (pp. 207–214). Klinkhardt.
bibtex: '@inbook{Albers_Filipiak_Franzen_Hellmich_2022, place={Bad Heilbrunn}, title={Kompetenzentwicklung
im inklusiven Unterricht (KinU) – eine internationale Perspektive}, booktitle={
Grenzen.Gänge.Zwischen.Welten. Kontroversen – Entwicklungen – Perspektiven der
Inklusionsforschung}, publisher={Klinkhardt}, author={Albers, Timm and Filipiak,
Agnes and Franzen, Katja and Hellmich, Frank}, editor={Schimek, B and Kremsner,
G and Proyer, M and Grubich, R and Paudel, F and Grubich-Müller, R}, year={2022},
pages={207–214} }'
chicago: 'Albers, Timm, Agnes Filipiak, Katja Franzen, and Frank Hellmich. “Kompetenzentwicklung
Im Inklusiven Unterricht (KinU) – Eine Internationale Perspektive.” In Grenzen.Gänge.Zwischen.Welten.
Kontroversen – Entwicklungen – Perspektiven Der Inklusionsforschung, edited
by B Schimek, G Kremsner, M Proyer, R Grubich, F Paudel, and R Grubich-Müller,
207–14. Bad Heilbrunn: Klinkhardt, 2022.'
ieee: 'T. Albers, A. Filipiak, K. Franzen, and F. Hellmich, “Kompetenzentwicklung
im inklusiven Unterricht (KinU) – eine internationale Perspektive,” in Grenzen.Gänge.Zwischen.Welten.
Kontroversen – Entwicklungen – Perspektiven der Inklusionsforschung, B. Schimek,
G. Kremsner, M. Proyer, R. Grubich, F. Paudel, and R. Grubich-Müller, Eds. Bad
Heilbrunn: Klinkhardt, 2022, pp. 207–214.'
mla: Albers, Timm, et al. “Kompetenzentwicklung Im Inklusiven Unterricht (KinU)
– Eine Internationale Perspektive.” Grenzen.Gänge.Zwischen.Welten. Kontroversen
– Entwicklungen – Perspektiven Der Inklusionsforschung, edited by B Schimek
et al., Klinkhardt, 2022, pp. 207–14.
short: 'T. Albers, A. Filipiak, K. Franzen, F. Hellmich, in: B. Schimek, G. Kremsner,
M. Proyer, R. Grubich, F. Paudel, R. Grubich-Müller (Eds.), Grenzen.Gänge.Zwischen.Welten.
Kontroversen – Entwicklungen – Perspektiven Der Inklusionsforschung, Klinkhardt,
Bad Heilbrunn, 2022, pp. 207–214.'
date_created: 2021-10-21T08:54:09Z
date_updated: 2022-02-15T08:36:33Z
department:
- _id: '460'
editor:
- first_name: B
full_name: Schimek, B
last_name: Schimek
- first_name: G
full_name: Kremsner, G
last_name: Kremsner
- first_name: M
full_name: Proyer, M
last_name: Proyer
- first_name: R
full_name: Grubich, R
last_name: Grubich
- first_name: F
full_name: Paudel, F
last_name: Paudel
- first_name: R
full_name: Grubich-Müller, R
last_name: Grubich-Müller
language:
- iso: eng
page: 207-214
place: Bad Heilbrunn
publication: ' Grenzen.Gänge.Zwischen.Welten. Kontroversen – Entwicklungen – Perspektiven
der Inklusionsforschung'
publisher: Klinkhardt
status: public
title: Kompetenzentwicklung im inklusiven Unterricht (KinU) – eine internationale
Perspektive
type: book_chapter
user_id: '75124'
year: '2022'
...
---
_id: '30291'
abstract:
- lang: eng
text: "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.\r\nWorkplace 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."
alternative_title:
- Insights from a Growing Field
citation:
ama: Harteis C, Gijbels D, Kyndt E, eds. Research Approaches on Workplace Learning.
Springer International Publishing; 2022. doi:10.1007/978-3-030-89582-2
apa: Harteis, C., Gijbels, D., & Kyndt, E. (Eds.). (2022). Research Approaches
on Workplace Learning. Springer International Publishing. https://doi.org/10.1007/978-3-030-89582-2
bibtex: '@book{Harteis_Gijbels_Kyndt_2022, place={Cham}, title={Research Approaches
on Workplace Learning}, DOI={10.1007/978-3-030-89582-2},
publisher={Springer International Publishing}, year={2022} }'
chicago: 'Harteis, Christian, David Gijbels, and Eva Kyndt, eds. Research Approaches
on Workplace Learning. Cham: Springer International Publishing, 2022. https://doi.org/10.1007/978-3-030-89582-2.'
ieee: 'C. Harteis, D. Gijbels, and E. Kyndt, Eds., Research Approaches on Workplace
Learning. Cham: Springer International Publishing, 2022.'
mla: Harteis, Christian, et al., editors. Research Approaches on Workplace Learning.
Springer International Publishing, 2022, doi:10.1007/978-3-030-89582-2.
short: C. Harteis, D. Gijbels, E. Kyndt, eds., Research Approaches on Workplace
Learning, Springer International Publishing, Cham, 2022.
date_created: 2022-03-13T19:13:27Z
date_updated: 2022-03-13T19:14:34Z
department:
- _id: '452'
doi: 10.1007/978-3-030-89582-2
editor:
- first_name: Christian
full_name: Harteis, Christian
id: '27503'
last_name: Harteis
orcid: https://orcid.org/0000-0002-3570-7626
- first_name: David
full_name: Gijbels, David
last_name: Gijbels
- first_name: Eva
full_name: Kyndt, Eva
last_name: Kyndt
keyword:
- 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
language:
- iso: eng
place: Cham
publication_identifier:
isbn:
- '9783030895815'
- '9783030895822'
issn:
- 2210-5549
- 2210-5557
publication_status: published
publisher: Springer International Publishing
related_material:
link:
- relation: other
url: https://link.springer.com/book/10.1007/978-3-030-89582-2#about
status: public
title: Research Approaches on Workplace Learning
type: book_editor
user_id: '50788'
year: '2022'
...
---
_id: '30289'
abstract:
- lang: eng
text: 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:
- first_name: Michael
full_name: Goller, Michael
id: '30984'
last_name: Goller
orcid: 0000-0002-2820-9178
- first_name: Susanna
full_name: Paloniemi, Susanna
last_name: Paloniemi
citation:
ama: 'Goller M, Paloniemi S. Agency: Taking Stock of Workplace Learning Research.
In: Research Approaches on Workplace Learning. Springer International Publishing;
2022. doi:10.1007/978-3-030-89582-2_1'
apa: 'Goller, M., & Paloniemi, S. (2022). Agency: Taking Stock of Workplace
Learning Research. In Research Approaches on Workplace Learning. Springer
International Publishing. https://doi.org/10.1007/978-3-030-89582-2_1'
bibtex: '@inbook{Goller_Paloniemi_2022, place={Cham}, title={Agency: Taking Stock
of Workplace Learning Research}, DOI={10.1007/978-3-030-89582-2_1},
booktitle={Research Approaches on Workplace Learning}, publisher={Springer International
Publishing}, author={Goller, Michael and Paloniemi, Susanna}, year={2022} }'
chicago: 'Goller, Michael, and Susanna Paloniemi. “Agency: Taking Stock of Workplace
Learning Research.” In Research Approaches on Workplace Learning. Cham:
Springer International Publishing, 2022. https://doi.org/10.1007/978-3-030-89582-2_1.'
ieee: 'M. Goller and S. Paloniemi, “Agency: Taking Stock of Workplace Learning Research,”
in Research Approaches on Workplace Learning, Cham: Springer International
Publishing, 2022.'
mla: 'Goller, Michael, and Susanna Paloniemi. “Agency: Taking Stock of Workplace
Learning Research.” Research Approaches on Workplace Learning, Springer
International Publishing, 2022, doi:10.1007/978-3-030-89582-2_1.'
short: 'M. Goller, S. Paloniemi, in: Research Approaches on Workplace Learning,
Springer International Publishing, Cham, 2022.'
date_created: 2022-03-13T19:09:20Z
date_updated: 2022-03-13T19:14:43Z
department:
- _id: '452'
doi: 10.1007/978-3-030-89582-2_1
keyword:
- Agency Workplace learning Professional development Proactivity Self-direction
language:
- iso: eng
place: Cham
publication: Research Approaches on Workplace Learning
publication_identifier:
isbn:
- '9783030895815'
- '9783030895822'
issn:
- 2210-5549
- 2210-5557
publication_status: published
publisher: Springer International Publishing
related_material:
link:
- relation: other
url: https://link.springer.com/chapter/10.1007/978-3-030-89582-2_1#Abs1
status: public
title: 'Agency: Taking Stock of Workplace Learning Research'
type: book_chapter
user_id: '50788'
year: '2022'
...
---
_id: '30290'
abstract:
- lang: eng
text: 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:
- first_name: Christian
full_name: Harteis, Christian
id: '27503'
last_name: Harteis
orcid: https://orcid.org/0000-0002-3570-7626
citation:
ama: 'Harteis C. Research on Workplace Learning in Times of Digitalisation. In:
Research Approaches on Workplace Learning. Springer International Publishing;
2022. doi:10.1007/978-3-030-89582-2_19'
apa: Harteis, C. (2022). Research on Workplace Learning in Times of Digitalisation.
In Research Approaches on Workplace Learning. Springer International Publishing.
https://doi.org/10.1007/978-3-030-89582-2_19
bibtex: '@inbook{Harteis_2022, place={Cham}, title={Research on Workplace Learning
in Times of Digitalisation}, DOI={10.1007/978-3-030-89582-2_19},
booktitle={Research Approaches on Workplace Learning}, publisher={Springer International
Publishing}, author={Harteis, Christian}, year={2022} }'
chicago: 'Harteis, Christian. “Research on Workplace Learning in Times of Digitalisation.”
In Research Approaches on Workplace Learning. Cham: Springer International
Publishing, 2022. https://doi.org/10.1007/978-3-030-89582-2_19.'
ieee: 'C. Harteis, “Research on Workplace Learning in Times of Digitalisation,”
in Research Approaches on Workplace Learning, Cham: Springer International
Publishing, 2022.'
mla: Harteis, Christian. “Research on Workplace Learning in Times of Digitalisation.”
Research Approaches on Workplace Learning, Springer International Publishing,
2022, doi:10.1007/978-3-030-89582-2_19.
short: 'C. Harteis, in: Research Approaches on Workplace Learning, Springer International
Publishing, Cham, 2022.'
date_created: 2022-03-13T19:11:33Z
date_updated: 2022-03-13T19:14:38Z
department:
- _id: '452'
doi: 10.1007/978-3-030-89582-2_19
keyword:
- Digitalisation Self organisation Distribution of labour Automation
language:
- iso: eng
place: Cham
publication: Research Approaches on Workplace Learning
publication_identifier:
isbn:
- '9783030895815'
- '9783030895822'
issn:
- 2210-5549
- 2210-5557
publication_status: published
publisher: Springer International Publishing
related_material:
link:
- relation: other
url: https://link.springer.com/chapter/10.1007/978-3-030-89582-2_19#citeas
status: public
title: Research on Workplace Learning in Times of Digitalisation
type: book_chapter
user_id: '50788'
year: '2022'
...
---
_id: '30913'
abstract:
- lang: eng
text: "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? \r\n\r\nMethods:
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). \r\n\r\nFindings:
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. \r\n\r\nConclusions:
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. "
article_type: original
author:
- first_name: Michael
full_name: Goller, Michael
id: '30984'
last_name: Goller
orcid: 0000-0002-2820-9178
citation:
ama: Goller M. Supporting Young Immigrants in Their Transition From School to Work?
A Staff Perspective on Challenges of Vocational Integration Classes. International
Journal for Research in Vocational Education and Training. 2022;9(1):92-119.
doi:https://doi.org/10.13152/IJRVET.9.1.5
apa: Goller, M. (2022). Supporting Young Immigrants in Their Transition From School
to Work? A Staff Perspective on Challenges of Vocational Integration Classes.
International Journal for Research in Vocational Education and Training,
9(1), 92–119. https://doi.org/10.13152/IJRVET.9.1.5
bibtex: '@article{Goller_2022, title={Supporting Young Immigrants in Their Transition
From School to Work? A Staff Perspective on Challenges of Vocational Integration
Classes}, volume={9}, DOI={https://doi.org/10.13152/IJRVET.9.1.5},
number={1}, journal={International Journal for Research in Vocational Education
and Training}, author={Goller, Michael}, year={2022}, pages={92–119} }'
chicago: 'Goller, Michael. “Supporting Young Immigrants in Their Transition From
School to Work? A Staff Perspective on Challenges of Vocational Integration Classes.”
International Journal for Research in Vocational Education and Training
9, no. 1 (2022): 92–119. https://doi.org/10.13152/IJRVET.9.1.5.'
ieee: 'M. Goller, “Supporting Young Immigrants in Their Transition From School to
Work? A Staff Perspective on Challenges of Vocational Integration Classes,” International
Journal for Research in Vocational Education and Training, vol. 9, no. 1,
pp. 92–119, 2022, doi: https://doi.org/10.13152/IJRVET.9.1.5.'
mla: Goller, Michael. “Supporting Young Immigrants in Their Transition From School
to Work? A Staff Perspective on Challenges of Vocational Integration Classes.”
International Journal for Research in Vocational Education and Training,
vol. 9, no. 1, 2022, pp. 92–119, doi:https://doi.org/10.13152/IJRVET.9.1.5.
short: M. Goller, International Journal for Research in Vocational Education and
Training 9 (2022) 92–119.
date_created: 2022-04-19T09:01:26Z
date_updated: 2022-04-19T09:01:49Z
department:
- _id: '452'
doi: https://doi.org/10.13152/IJRVET.9.1.5
intvolume: ' 9'
issue: '1'
keyword:
- Immigration
- Educational Policy
- Employability
- Mixed Methods
- VET
- Vocational Education and Training
- Transitions From Education and Training to Employment
language:
- iso: eng
page: 92-119
publication: International Journal for Research in Vocational Education and Training
status: public
title: Supporting Young Immigrants in Their Transition From School to Work? A Staff
Perspective on Challenges of Vocational Integration Classes
type: journal_article
user_id: '50788'
volume: 9
year: '2022'
...
---
_id: '30105'
abstract:
- lang: eng
text: '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:
- first_name: Tobias
full_name: Kärner, Tobias
last_name: Kärner
- first_name: Michael
full_name: Goller, Michael
id: '30984'
last_name: Goller
orcid: 0000-0002-2820-9178
- first_name: Caroline
full_name: Bonnes, Caroline
last_name: Bonnes
- first_name: Elisabeth
full_name: Maué, Elisabeth
last_name: Maué
citation:
ama: 'Kärner T, Goller M, Bonnes C, Maué E. Die professionelle pädagogische Beziehung
zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder
Ressource? Zeitschrift für Erziehungswissenschaft. 2022;25:687-719. doi:10.1007/s11618-022-01065-4'
apa: 'Kärner, T., Goller, M., Bonnes, C., & Maué, E. (2022). Die professionelle
pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften:
Belastungsfaktor oder Ressource? Zeitschrift für Erziehungswissenschaft,
25, 687–719. https://doi.org/10.1007/s11618-022-01065-4'
bibtex: '@article{Kärner_Goller_Bonnes_Maué_2022, title={Die professionelle pädagogische
Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor
oder Ressource?}, volume={25}, DOI={10.1007/s11618-022-01065-4},
journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer Science
and Business Media LLC}, author={Kärner, Tobias and Goller, Michael and Bonnes,
Caroline and Maué, Elisabeth}, year={2022}, pages={687–719} }'
chicago: 'Kärner, Tobias, Michael Goller, Caroline Bonnes, and Elisabeth Maué. “Die
professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften:
Belastungsfaktor oder Ressource?” Zeitschrift für Erziehungswissenschaft
25 (2022): 687–719. https://doi.org/10.1007/s11618-022-01065-4.'
ieee: 'T. Kärner, M. Goller, C. Bonnes, and E. Maué, “Die professionelle pädagogische
Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor
oder Ressource?,” Zeitschrift für Erziehungswissenschaft, vol. 25, pp.
687–719, 2022, doi: 10.1007/s11618-022-01065-4.'
mla: 'Kärner, Tobias, et al. “Die professionelle pädagogische Beziehung zwischen
Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?”
Zeitschrift für Erziehungswissenschaft, vol. 25, Springer Science and Business
Media LLC, 2022, pp. 687–719, doi:10.1007/s11618-022-01065-4.'
short: T. Kärner, M. Goller, C. Bonnes, E. Maué, Zeitschrift für Erziehungswissenschaft
25 (2022) 687–719.
date_created: 2022-02-25T09:46:50Z
date_updated: 2022-11-08T19:42:59Z
department:
- _id: '452'
doi: 10.1007/s11618-022-01065-4
intvolume: ' 25'
keyword:
- Education
language:
- iso: ger
main_file_link:
- url: https://link.springer.com/article/10.1007/s11618-022-01065-4
page: 687-719
publication: Zeitschrift für Erziehungswissenschaft
publication_identifier:
issn:
- 1434-663X
- 1862-5215
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren
Seminarlehrkräften: Belastungsfaktor oder Ressource?'
type: journal_article
user_id: '50788'
volume: 25
year: '2022'
...
---
_id: '33985'
abstract:
- lang: ger
text: "Der Beitrag widmet sich dem Einsatz von Augmented Reality (AR) in betrieblichen
Aus- und Weiterbildungskontexten. Hierbei stehen insbesondere Fragen zu Berufsfeldern\r\nund
Ausbildungsinhalten, zu verwendeten AR-Spezifikationen, zu Zusammenhängen\r\nzwischen
AR-Anwendung und leistungs-, wahrnehmungs- und motivationsbezogenen\r\nVariablen
sowie zur didaktischen Einbettung entsprechender Technologien im Fokus.\r\nAuf
Basis einer integrierenden Sichtung bestehender Literatur konnten insgesamt\r\n16
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\r\nstimmen insgesamt
bezüglich des AR-Einsatzes positiv, machen aber auch die Notwendigkeit einer integrierten
Betrachtung technologischer und pädagogisch-instruktionaler\r\nGestaltungsparameter
deutlich."
- lang: eng
text: "This contribution focuses on the use of augmented reality (AR) in vocational
education and training as well as further education contexts. In particular, the
focus is on\r\nquestions regarding what occupational fields and training contents
use AR, what kind\r\nof AR are used, whether correlations between AR applications
and performance-, perception- and motivation-related variables exist, as well
as how AR is embedded in didactic and pedagogic contexts. Based on an integrative
review of existing literature, a\r\ntotal of 16 studies and two existing literature
reviews were included in the analysis.\r\nThe results indicate, among other things,
that the studies use heterogeneous research\r\nmethodologies as well as didactic
and pedagogic reference theories. A few studies\r\npoint to positive effects of
AR use on performance-, perception- and motivation-related\r\nvariables. At the
same time, the review emphasises a need to further integrate technological and
pedagogical-instruction design parameters."
author:
- first_name: Tobias
full_name: Kärner, Tobias
last_name: Kärner
- first_name: Michael
full_name: Goller, Michael
id: '30984'
last_name: Goller
orcid: 0000-0002-2820-9178
- first_name: Andreas
full_name: Maier, Andreas
last_name: Maier
citation:
ama: 'Kärner T, Goller M, Maier A. Augmented Reality Anwendungen in der betrieblichen
Aus‐ und Weiterbildung. In: Schumann S, Seeber S, Abele S, eds. Digitalisierung
und digitale Medien in der Berufsbildung: Konzepte, Befunde und Herausforderungen.
Vol 41. Wirtschaft – Beruf – Ethik. wbv; 2022:213-230.'
apa: 'Kärner, T., Goller, M., & Maier, A. (2022). Augmented Reality Anwendungen
in der betrieblichen Aus‐ und Weiterbildung. In S. Schumann, S. Seeber, &
S. Abele (Eds.), Digitalisierung und digitale Medien in der Berufsbildung:
Konzepte, Befunde und Herausforderungen (Vol. 41, pp. 213–230). wbv.'
bibtex: '@inbook{Kärner_Goller_Maier_2022, place={Bielefeld}, series={Wirtschaft
– Beruf – Ethik}, title={Augmented Reality Anwendungen in der betrieblichen Aus‐
und Weiterbildung}, volume={41}, booktitle={Digitalisierung und digitale Medien
in der Berufsbildung: Konzepte, Befunde und Herausforderungen}, publisher={wbv},
author={Kärner, Tobias and Goller, Michael and Maier, Andreas}, editor={Schumann,
Stephan and Seeber, Susan and Abele, Stephan}, year={2022}, pages={213–230}, collection={Wirtschaft
– Beruf – Ethik} }'
chicago: 'Kärner, Tobias, Michael Goller, and Andreas Maier. “Augmented Reality
Anwendungen in der betrieblichen Aus‐ und Weiterbildung.” In Digitalisierung
und digitale Medien in der Berufsbildung: Konzepte, Befunde und Herausforderungen,
edited by Stephan Schumann, Susan Seeber, and Stephan Abele, 41:213–30. Wirtschaft
– Beruf – Ethik. Bielefeld: wbv, 2022.'
ieee: 'T. Kärner, M. Goller, and A. Maier, “Augmented Reality Anwendungen in der
betrieblichen Aus‐ und Weiterbildung,” in Digitalisierung und digitale Medien
in der Berufsbildung: Konzepte, Befunde und Herausforderungen, vol. 41, S.
Schumann, S. Seeber, and S. Abele, Eds. Bielefeld: wbv, 2022, pp. 213–230.'
mla: 'Kärner, Tobias, et al. “Augmented Reality Anwendungen in der betrieblichen
Aus‐ und Weiterbildung.” Digitalisierung und digitale Medien in der Berufsbildung:
Konzepte, Befunde und Herausforderungen, edited by Stephan Schumann et al.,
vol. 41, wbv, 2022, pp. 213–30.'
short: 'T. Kärner, M. Goller, A. Maier, in: S. Schumann, S. Seeber, S. Abele (Eds.),
Digitalisierung und digitale Medien in der Berufsbildung: Konzepte, Befunde und
Herausforderungen, wbv, Bielefeld, 2022, pp. 213–230.'
date_created: 2022-11-03T09:09:51Z
date_updated: 2022-11-15T08:08:50Z
department:
- _id: '452'
editor:
- first_name: Stephan
full_name: Schumann, Stephan
last_name: Schumann
- first_name: Susan
full_name: Seeber, Susan
last_name: Seeber
- first_name: Stephan
full_name: Abele, Stephan
last_name: Abele
intvolume: ' 41'
keyword:
- Augmented Reality
- Ausbildung
- Weiterbildung
- Lernen mit digitalen Medien
- integratives Literaturreview
language:
- iso: ger
page: 213-230
place: Bielefeld
publication: 'Digitalisierung und digitale Medien in der Berufsbildung: Konzepte,
Befunde und Herausforderungen'
publication_status: published
publisher: wbv
related_material:
link:
- relation: confirmation
url: https://www.wbv.de/openaccess/themenbereiche/berufs-und-wirtschaftspaedagogik/shop/detail/name/_/0/1/I71381
series_title: Wirtschaft – Beruf – Ethik
status: public
title: Augmented Reality Anwendungen in der betrieblichen Aus‐ und Weiterbildung
type: book_chapter
user_id: '79910'
volume: 41
year: '2022'
...
---
_id: '34080'
abstract:
- lang: ger
text: "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.\r\n"
author:
- first_name: 'Caroline '
full_name: 'Bonnes, Caroline '
last_name: Bonnes
- first_name: Julia
full_name: Binkert, Julia
last_name: Binkert
- first_name: Michael
full_name: Goller, Michael
id: '30984'
last_name: Goller
orcid: 0000-0002-2820-9178
citation:
ama: 'Bonnes C, Binkert J, Goller M. Kompetenzen des betrieblichen Ausbildungspersonals:
Eine literaturbasierte Systematisierung. Berufsbildung in Wissenschaft und
Praxis – BWP. 2022;(4).'
apa: 'Bonnes, C., Binkert, J., & Goller, M. (2022). Kompetenzen des betrieblichen
Ausbildungspersonals: Eine literaturbasierte Systematisierung. Berufsbildung
in Wissenschaft und Praxis – BWP, 4.'
bibtex: '@article{Bonnes_Binkert_Goller_2022, title={Kompetenzen des betrieblichen
Ausbildungspersonals: Eine literaturbasierte Systematisierung}, number={4}, journal={Berufsbildung
in Wissenschaft und Praxis – BWP}, author={Bonnes, Caroline and Binkert, Julia
and Goller, Michael}, year={2022} }'
chicago: 'Bonnes, Caroline , Julia Binkert, and Michael Goller. “Kompetenzen des
betrieblichen Ausbildungspersonals: Eine literaturbasierte Systematisierung.”
Berufsbildung in Wissenschaft und Praxis – BWP, no. 4 (2022).'
ieee: 'C. Bonnes, J. Binkert, and M. Goller, “Kompetenzen des betrieblichen Ausbildungspersonals:
Eine literaturbasierte Systematisierung,” Berufsbildung in Wissenschaft und
Praxis – BWP, no. 4, 2022.'
mla: 'Bonnes, Caroline, et al. “Kompetenzen des betrieblichen Ausbildungspersonals:
Eine literaturbasierte Systematisierung.” Berufsbildung in Wissenschaft und
Praxis – BWP, no. 4, 2022.'
short: C. Bonnes, J. Binkert, M. Goller, Berufsbildung in Wissenschaft und Praxis
– BWP (2022).
date_created: 2022-11-15T08:08:14Z
date_updated: 2022-11-15T08:08:24Z
department:
- _id: '452'
issue: '4'
language:
- iso: ger
publication: Berufsbildung in Wissenschaft und Praxis – BWP
publication_status: published
related_material:
link:
- relation: confirmation
url: https://www.bwp-zeitschrift.de/dienst/veroeffentlichungen/de/bwp.php/de/bwp/show/18099
status: public
title: 'Kompetenzen des betrieblichen Ausbildungspersonals: Eine literaturbasierte
Systematisierung'
type: journal_article
user_id: '50788'
year: '2022'
...
---
_id: '34200'
abstract:
- lang: eng
text: 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:
- first_name: Thiemo
full_name: Bloh, Thiemo
last_name: Bloh
citation:
ama: Bloh T. Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse.
Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung.
Zeitschrift für Evaluation. 2022;2022(02):193-215. doi:10.31244/zfe.2022.02.02
apa: Bloh, T. (2022). Rekonstruktive Evaluationsforschung im Kontext praxeologischer
Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen
Evaluationsforschung. Zeitschrift für Evaluation, 2022(02), 193–215.
https://doi.org/10.31244/zfe.2022.02.02
bibtex: '@article{Bloh_2022, title={Rekonstruktive Evaluationsforschung im Kontext
praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen
zur Dokumentarischen Evaluationsforschung}, volume={2022}, DOI={10.31244/zfe.2022.02.02},
number={02}, journal={Zeitschrift für Evaluation}, publisher={Waxmann}, author={Bloh,
Thiemo}, year={2022}, pages={193–215} }'
chicago: 'Bloh, Thiemo. “Rekonstruktive Evaluationsforschung im Kontext praxeologischer
Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen
Evaluationsforschung.” Zeitschrift für Evaluation 2022, no. 02 (2022):
193–215. https://doi.org/10.31244/zfe.2022.02.02.'
ieee: 'T. Bloh, “Rekonstruktive Evaluationsforschung im Kontext praxeologischer
Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen
Evaluationsforschung,” Zeitschrift für Evaluation, vol. 2022, no. 02, pp.
193–215, 2022, doi: 10.31244/zfe.2022.02.02.'
mla: Bloh, Thiemo. “Rekonstruktive Evaluationsforschung im Kontext praxeologischer
Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen
Evaluationsforschung.” Zeitschrift für Evaluation, vol. 2022, no. 02, Waxmann,
2022, pp. 193–215, doi:10.31244/zfe.2022.02.02.
short: T. Bloh, Zeitschrift für Evaluation 2022 (2022) 193–215.
date_created: 2022-12-05T13:25:58Z
date_updated: 2022-12-05T13:26:35Z
department:
- _id: '4'
doi: 10.31244/zfe.2022.02.02
intvolume: ' 2022'
issue: '02'
keyword:
- Strategy and Management
- Applied Psychology
- Social Sciences (miscellaneous)
- Education
- Communication
- Statistics and Probability
language:
- iso: ger
page: 193-215
publication: Zeitschrift für Evaluation
publication_identifier:
issn:
- 1619-5515
- 2699-5506
publication_status: published
publisher: Waxmann
quality_controlled: '1'
status: public
title: Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse.
Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung
type: journal_article
user_id: '69383'
volume: 2022
year: '2022'
...
---
_id: '34198'
author:
- first_name: Thiemo
full_name: Bloh, Thiemo
id: '69383'
last_name: Bloh
orcid: 0000-0002-2215-2924
- first_name: Carina
full_name: Caruso, Carina
last_name: Caruso
citation:
ama: Bloh T, Caruso C. Ein kritisch-multiperspektivischer Blick auf Forschendes
Lernen in der Lehrkräftebildung. Fragen, Erwägungen und Rekonstruktionen. die
hochschullehre. 2022;8. doi:10.3278/HSL2221W
apa: Bloh, T., & Caruso, C. (2022). Ein kritisch-multiperspektivischer Blick
auf Forschendes Lernen in der Lehrkräftebildung. Fragen, Erwägungen und Rekonstruktionen.
die hochschullehre, 8. https://doi.org/10.3278/HSL2221W
bibtex: '@article{Bloh_Caruso_2022, title={Ein kritisch-multiperspektivischer Blick
auf Forschendes Lernen in der Lehrkräftebildung. Fragen, Erwägungen und Rekonstruktionen.},
volume={8}, DOI={10.3278/HSL2221W},
journal={die hochschullehre}, author={Bloh, Thiemo and Caruso, Carina}, year={2022}
}'
chicago: Bloh, Thiemo, and Carina Caruso. “Ein kritisch-multiperspektivischer Blick
auf Forschendes Lernen in der Lehrkräftebildung. Fragen, Erwägungen und Rekonstruktionen.”
die hochschullehre 8 (2022). https://doi.org/10.3278/HSL2221W.
ieee: 'T. Bloh and C. Caruso, “Ein kritisch-multiperspektivischer Blick auf Forschendes
Lernen in der Lehrkräftebildung. Fragen, Erwägungen und Rekonstruktionen.,” die
hochschullehre, vol. 8, 2022, doi: 10.3278/HSL2221W.'
mla: Bloh, Thiemo, and Carina Caruso. “Ein kritisch-multiperspektivischer Blick
auf Forschendes Lernen in der Lehrkräftebildung. Fragen, Erwägungen und Rekonstruktionen.”
die hochschullehre, vol. 8, 2022, doi:10.3278/HSL2221W.
short: T. Bloh, C. Caruso, die hochschullehre 8 (2022).
date_created: 2022-12-05T13:23:42Z
date_updated: 2022-12-05T13:26:41Z
department:
- _id: '4'
doi: 10.3278/HSL2221W
intvolume: ' 8'
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://www.wbv.de/shop/Ein-kritisch-multiperspektivischer-Blick-auf-Forschendes-Lernen-in-der-Lehrkraeftebildung-HSL2221W
oa: '1'
publication: die hochschullehre
publication_status: published
quality_controlled: '1'
status: public
title: Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung.
Fragen, Erwägungen und Rekonstruktionen.
type: journal_article
user_id: '69383'
volume: 8
year: '2022'
...
---
_id: '34199'
author:
- first_name: Thiemo
full_name: Bloh, Thiemo
id: '69383'
last_name: Bloh
orcid: 0000-0002-2215-2924
citation:
ama: Bloh T. Grundlagentheoretische Differenzen in der Lehrkräftekooperationsforschung.
Zeitschrift für Pädagogik. 2022;68(6):749-762. doi:10.3262/ZP2206749
apa: Bloh, T. (2022). Grundlagentheoretische Differenzen in der Lehrkräftekooperationsforschung.
Zeitschrift für Pädagogik, 68(6), 749–762. https://doi.org/10.3262/ZP2206749
bibtex: '@article{Bloh_2022, title={Grundlagentheoretische Differenzen in der Lehrkräftekooperationsforschung},
volume={68}, DOI={10.3262/ZP2206749},
number={6}, journal={Zeitschrift für Pädagogik}, author={Bloh, Thiemo}, year={2022},
pages={749–762} }'
chicago: 'Bloh, Thiemo. “Grundlagentheoretische Differenzen in der Lehrkräftekooperationsforschung.”
Zeitschrift für Pädagogik 68, no. 6 (2022): 749–62. https://doi.org/10.3262/ZP2206749.'
ieee: 'T. Bloh, “Grundlagentheoretische Differenzen in der Lehrkräftekooperationsforschung,”
Zeitschrift für Pädagogik, vol. 68, no. 6, pp. 749–762, 2022, doi: 10.3262/ZP2206749.'
mla: Bloh, Thiemo. “Grundlagentheoretische Differenzen in der Lehrkräftekooperationsforschung.”
Zeitschrift für Pädagogik, vol. 68, no. 6, 2022, pp. 749–62, doi:10.3262/ZP2206749.
short: T. Bloh, Zeitschrift für Pädagogik 68 (2022) 749–762.
date_created: 2022-12-05T13:25:20Z
date_updated: 2022-12-05T13:26:38Z
department:
- _id: '4'
doi: 10.3262/ZP2206749
intvolume: ' 68'
issue: '6'
language:
- iso: ger
page: 749-762
publication: Zeitschrift für Pädagogik
publication_status: published
quality_controlled: '1'
status: public
title: Grundlagentheoretische Differenzen in der Lehrkräftekooperationsforschung
type: journal_article
user_id: '69383'
volume: 68
year: '2022'
...
---
_id: '34203'
author:
- first_name: Thiemo
full_name: Bloh, Thiemo
id: '69383'
last_name: Bloh
orcid: 0000-0002-2215-2924
citation:
ama: 'Bloh T. Was bedeutet Post-Digitalität? – Universitäre Lehrpraktiken zwischen
situativer Anforderung und habitueller Prägung. In: ; 2022.'
apa: Bloh, T. (2022). Was bedeutet Post-Digitalität? – Universitäre Lehrpraktiken
zwischen situativer Anforderung und habitueller Prägung. 50. Jahrestagung
der DGHD, Paderborn.
bibtex: '@inproceedings{Bloh_2022, title={Was bedeutet Post-Digitalität? – Universitäre
Lehrpraktiken zwischen situativer Anforderung und habitueller Prägung}, author={Bloh,
Thiemo}, year={2022} }'
chicago: Bloh, Thiemo. “Was bedeutet Post-Digitalität? – Universitäre Lehrpraktiken
zwischen situativer Anforderung und habitueller Prägung,” 2022.
ieee: T. Bloh, “Was bedeutet Post-Digitalität? – Universitäre Lehrpraktiken zwischen
situativer Anforderung und habitueller Prägung,” presented at the 50. Jahrestagung
der DGHD, Paderborn, 2022.
mla: Bloh, Thiemo. Was bedeutet Post-Digitalität? – Universitäre Lehrpraktiken
zwischen situativer Anforderung und habitueller Prägung. 2022.
short: 'T. Bloh, in: 2022.'
conference:
end_date: 2022-09-09
location: Paderborn
name: 50. Jahrestagung der DGHD
start_date: 2022-09-06
date_created: 2022-12-05T13:32:00Z
date_updated: 2022-12-05T13:33:20Z
department:
- _id: '4'
language:
- iso: ger
publication_status: published
quality_controlled: '1'
status: public
title: Was bedeutet Post-Digitalität? – Universitäre Lehrpraktiken zwischen situativer
Anforderung und habitueller Prägung
type: conference
user_id: '69383'
year: '2022'
...
---
_id: '34201'
author:
- first_name: Thiemo
full_name: Bloh, Thiemo
id: '69383'
last_name: Bloh
orcid: 0000-0002-2215-2924
citation:
ama: 'Bloh T. AussteigerInnen – Fluchtbewegungen in der LehrerInnenbiographie. In:
; 2022.'
apa: Bloh, T. (2022). AussteigerInnen – Fluchtbewegungen in der LehrerInnenbiographie.
Jahrestagung der DGfE-Kommission “Professionsforschung und Lehrer:innenbildung,”
Oldenburg.
bibtex: '@inproceedings{Bloh_2022, title={AussteigerInnen – Fluchtbewegungen in
der LehrerInnenbiographie}, author={Bloh, Thiemo}, year={2022} }'
chicago: Bloh, Thiemo. “AussteigerInnen – Fluchtbewegungen in der LehrerInnenbiographie,”
2022.
ieee: T. Bloh, “AussteigerInnen – Fluchtbewegungen in der LehrerInnenbiographie,”
presented at the Jahrestagung der DGfE-Kommission “Professionsforschung und Lehrer:innenbildung,”
Oldenburg, 2022.
mla: Bloh, Thiemo. AussteigerInnen – Fluchtbewegungen in der LehrerInnenbiographie.
2022.
short: 'T. Bloh, in: 2022.'
conference:
end_date: 2022-09-30
location: Oldenburg
name: Jahrestagung der DGfE-Kommission "Professionsforschung und Lehrer:innenbildung"
start_date: 2022-09-29
date_created: 2022-12-05T13:29:08Z
date_updated: 2022-12-05T13:33:25Z
department:
- _id: '4'
language:
- iso: ger
publication_status: published
quality_controlled: '1'
status: public
title: AussteigerInnen – Fluchtbewegungen in der LehrerInnenbiographie
type: conference
user_id: '69383'
year: '2022'
...
---
_id: '34202'
author:
- first_name: Thiemo
full_name: Bloh, Thiemo
id: '69383'
last_name: Bloh
orcid: 0000-0002-2215-2924
citation:
ama: 'Bloh T. „Referenzrahmen“ als gewinnbringendes Konstrukt im Kontext Dokumentarischer
Evaluationsforschung!? In: ; 2022.'
apa: Bloh, T. (2022). „Referenzrahmen“ als gewinnbringendes Konstrukt im Kontext
Dokumentarischer Evaluationsforschung!? ces Jahrestagung, Frankfurt a.M.
bibtex: '@inproceedings{Bloh_2022, title={„Referenzrahmen“ als gewinnbringendes
Konstrukt im Kontext Dokumentarischer Evaluationsforschung!?}, author={Bloh, Thiemo},
year={2022} }'
chicago: Bloh, Thiemo. “„Referenzrahmen“ als gewinnbringendes Konstrukt im Kontext
Dokumentarischer Evaluationsforschung!?,” 2022.
ieee: T. Bloh, “„Referenzrahmen“ als gewinnbringendes Konstrukt im Kontext Dokumentarischer
Evaluationsforschung!?,” presented at the ces Jahrestagung, Frankfurt a.M., 2022.
mla: Bloh, Thiemo. „Referenzrahmen“ als gewinnbringendes Konstrukt im Kontext
Dokumentarischer Evaluationsforschung!? 2022.
short: 'T. Bloh, in: 2022.'
conference:
end_date: 2022-09-23
location: Frankfurt a.M.
name: ces Jahrestagung
start_date: 2022-09-22
date_created: 2022-12-05T13:30:50Z
date_updated: 2022-12-05T13:33:22Z
department:
- _id: '4'
language:
- iso: ger
publication_status: published
quality_controlled: '1'
status: public
title: „Referenzrahmen“ als gewinnbringendes Konstrukt im Kontext Dokumentarischer
Evaluationsforschung!?
type: conference
user_id: '69383'
year: '2022'
...
---
_id: '34204'
author:
- first_name: Thiemo
full_name: Bloh, Thiemo
id: '69383'
last_name: Bloh
orcid: 0000-0002-2215-2924
citation:
ama: 'Bloh T. The Deconstruction of Professionalism. In: ; 2022.'
apa: Bloh, T. (2022). The Deconstruction of Professionalism. EARLI SIG14
Conference 2022, Paderborn.
bibtex: '@inproceedings{Bloh_2022, title={The Deconstruction of Professionalism},
author={Bloh, Thiemo}, year={2022} }'
chicago: Bloh, Thiemo. “The Deconstruction of Professionalism,” 2022.
ieee: T. Bloh, “The Deconstruction of Professionalism,” presented at the EARLI SIG14
Conference 2022, Paderborn, 2022.
mla: Bloh, Thiemo. The Deconstruction of Professionalism. 2022.
short: 'T. Bloh, in: 2022.'
conference:
end_date: 2022-08-19
location: Paderborn
name: EARLI SIG14 Conference 2022
start_date: 2022-08-17
date_created: 2022-12-05T13:33:14Z
date_updated: 2022-12-05T13:33:17Z
department:
- _id: '4'
language:
- iso: eng
publication_status: published
quality_controlled: '1'
status: public
title: The Deconstruction of Professionalism
type: conference
user_id: '69383'
year: '2022'
...
---
_id: '34467'
author:
- first_name: Birgit
full_name: Lütje-Klose , Birgit
last_name: 'Lütje-Klose '
- first_name: Sandra
full_name: Grüter, Sandra
last_name: Grüter
- first_name: Phillip
full_name: Neumann, Phillip
id: '95559'
last_name: Neumann
- first_name: Antonia
full_name: Weber, Antonia
last_name: Weber
- first_name: Janka
full_name: Goldan, Janka
last_name: Goldan
- first_name: Julia
full_name: Gorges, Julia
last_name: Gorges
- first_name: Elke
full_name: Wild, Elke
last_name: Wild
citation:
ama: 'Lütje-Klose B, Grüter S, Neumann P, et al. Weil wir tatsächlich nicht voneinander
wussten, was jeder Einzelne so an verborgenen Schätzen bringt. In: Lutz D, Becker
J, Buchhaupt F, Katzenbach D, Strecker A, Urban M, eds. Qualifizierung für
Inklusion. Sekundarstufe . Vol 3. Qualifizierung der pädagogischen Fachkräfte
für inklusive Bildung. Waxmann; 2022:163-178. doi:10.31244/9783830995142'
apa: Lütje-Klose , B., Grüter, S., Neumann, P., Weber, A., Goldan, J., Gorges, J.,
& Wild, E. (2022). Weil wir tatsächlich nicht voneinander wussten, was jeder
Einzelne so an verborgenen Schätzen bringt. In D. Lutz, J. Becker, F. Buchhaupt,
D. Katzenbach, A. Strecker, & M. Urban (Eds.), Qualifizierung für Inklusion.
Sekundarstufe (Vol. 3, pp. 163–178). Waxmann. https://doi.org/10.31244/9783830995142
bibtex: '@inbook{Lütje-Klose _Grüter_Neumann_Weber_Goldan_Gorges_Wild_2022, place={Münster},
series={Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung}, title={Weil
wir tatsächlich nicht voneinander wussten, was jeder Einzelne so an verborgenen
Schätzen bringt}, volume={3}, DOI={10.31244/9783830995142},
booktitle={Qualifizierung für Inklusion. Sekundarstufe }, publisher={Waxmann},
author={Lütje-Klose , Birgit and Grüter, Sandra and Neumann, Phillip and Weber,
Antonia and Goldan, Janka and Gorges, Julia and Wild, Elke}, editor={Lutz, Deborah
and Becker, Jonas and Buchhaupt, Felix and Katzenbach, Dieter and Strecker, Alicia
and Urban, Michael}, year={2022}, pages={163–178}, collection={Qualifizierung
der pädagogischen Fachkräfte für inklusive Bildung} }'
chicago: 'Lütje-Klose , Birgit, Sandra Grüter, Phillip Neumann, Antonia Weber, Janka
Goldan, Julia Gorges, and Elke Wild. “Weil wir tatsächlich nicht voneinander wussten,
was jeder Einzelne so an verborgenen Schätzen bringt.” In Qualifizierung für
Inklusion. Sekundarstufe , edited by Deborah Lutz, Jonas Becker, Felix Buchhaupt,
Dieter Katzenbach, Alicia Strecker, and Michael Urban, 3:163–78. Qualifizierung
der pädagogischen Fachkräfte für inklusive Bildung. Münster: Waxmann, 2022. https://doi.org/10.31244/9783830995142.'
ieee: 'B. Lütje-Klose et al., “Weil wir tatsächlich nicht voneinander wussten,
was jeder Einzelne so an verborgenen Schätzen bringt,” in Qualifizierung für
Inklusion. Sekundarstufe , vol. 3, D. Lutz, J. Becker, F. Buchhaupt, D. Katzenbach,
A. Strecker, and M. Urban, Eds. Münster: Waxmann, 2022, pp. 163–178.'
mla: Lütje-Klose , Birgit, et al. “Weil wir tatsächlich nicht voneinander wussten,
was jeder Einzelne so an verborgenen Schätzen bringt.” Qualifizierung für Inklusion.
Sekundarstufe , edited by Deborah Lutz et al., vol. 3, Waxmann, 2022, pp.
163–78, doi:10.31244/9783830995142.
short: 'B. Lütje-Klose , S. Grüter, P. Neumann, A. Weber, J. Goldan, J. Gorges,
E. Wild, in: D. Lutz, J. Becker, F. Buchhaupt, D. Katzenbach, A. Strecker, M.
Urban (Eds.), Qualifizierung für Inklusion. Sekundarstufe , Waxmann, Münster,
2022, pp. 163–178.'
date_created: 2022-12-16T14:35:36Z
date_updated: 2022-12-16T14:35:44Z
department:
- _id: '479'
doi: 10.31244/9783830995142
editor:
- first_name: Deborah
full_name: Lutz, Deborah
last_name: Lutz
- first_name: Jonas
full_name: Becker, Jonas
last_name: Becker
- first_name: Felix
full_name: Buchhaupt, Felix
last_name: Buchhaupt
- first_name: Dieter
full_name: Katzenbach, Dieter
last_name: Katzenbach
- first_name: Alicia
full_name: Strecker, Alicia
last_name: Strecker
- first_name: Michael
full_name: Urban, Michael
last_name: Urban
extern: '1'
intvolume: ' 3'
language:
- iso: ger
page: 163-178
place: Münster
publication: 'Qualifizierung für Inklusion. Sekundarstufe '
publication_identifier:
isbn:
- 978-3-8309-4514-7
publication_status: published
publisher: Waxmann
series_title: Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung
status: public
title: Weil wir tatsächlich nicht voneinander wussten, was jeder Einzelne so an verborgenen
Schätzen bringt
type: book_chapter
user_id: '77750'
volume: 3
year: '2022'
...
---
_id: '29104'
abstract:
- lang: eng
text: "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.\r\nThis
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:
- first_name: Christian
full_name: Harteis, Christian
id: '27503'
last_name: Harteis
orcid: https://orcid.org/0000-0002-3570-7626
- first_name: Michael
full_name: Goller, Michael
id: '30984'
last_name: Goller
orcid: 0000-0002-2820-9178
- first_name: Karl-Heinz
full_name: Gerholz, Karl-Heinz
last_name: Gerholz
citation:
ama: 'Harteis C, Goller M, Gerholz K-H. Digitalization of work: Challenges for workplace
learning. In: Malloch M, Cairns L, Evans K, O’Connor BN, eds. The SAGE Handbook
of Learning and Work. SAGE Publications; 2022:329-342.'
apa: 'Harteis, C., Goller, M., & Gerholz, K.-H. (2022). Digitalization of work:
Challenges for workplace learning. In M. Malloch, L. Cairns, K. Evans, & B.
N. O’Connor (Eds.), The SAGE Handbook of Learning and Work (pp. 329–342).
SAGE Publications.'
bibtex: '@inbook{Harteis_Goller_Gerholz_2022, place={London}, title={Digitalization
of work: Challenges for workplace learning}, booktitle={The SAGE Handbook of Learning
and Work}, publisher={SAGE Publications}, author={Harteis, Christian and Goller,
Michael and Gerholz, Karl-Heinz}, editor={Malloch, Margaret and Cairns, Len and
Evans, Karen and O’Connor, Bridget N.}, year={2022}, pages={329–342} }'
chicago: 'Harteis, Christian, Michael Goller, and Karl-Heinz Gerholz. “Digitalization
of Work: Challenges for Workplace Learning.” In The SAGE Handbook of Learning
and Work, edited by Margaret Malloch, Len Cairns, Karen Evans, and Bridget
N. O’Connor, 329–42. London: SAGE Publications, 2022.'
ieee: 'C. Harteis, M. Goller, and K.-H. Gerholz, “Digitalization of work: Challenges
for workplace learning,” in The SAGE Handbook of Learning and Work, M.
Malloch, L. Cairns, K. Evans, and B. N. O’Connor, Eds. London: SAGE Publications,
2022, pp. 329–342.'
mla: 'Harteis, Christian, et al. “Digitalization of Work: Challenges for Workplace
Learning.” The SAGE Handbook of Learning and Work, edited by Margaret Malloch
et al., SAGE Publications, 2022, pp. 329–42.'
short: 'C. Harteis, M. Goller, K.-H. Gerholz, in: M. Malloch, L. Cairns, K. Evans,
B.N. O’Connor (Eds.), The SAGE Handbook of Learning and Work, SAGE Publications,
London, 2022, pp. 329–342.'
date_created: 2021-12-22T19:07:05Z
date_updated: 2022-02-03T13:27:09Z
department:
- _id: '452'
editor:
- first_name: Margaret
full_name: Malloch, Margaret
last_name: Malloch
- first_name: Len
full_name: Cairns, Len
last_name: Cairns
- first_name: Karen
full_name: Evans, Karen
last_name: Evans
- first_name: Bridget N.
full_name: O'Connor, Bridget N.
last_name: O'Connor
language:
- iso: eng
page: 329-342
place: London
publication: The SAGE Handbook of Learning and Work
publication_identifier:
isbn:
- 978-1-5264-9111-4
publication_status: published
publisher: SAGE Publications
related_material:
link:
- relation: confirmation
url: https://us.sagepub.com/en-us/nam/the-sage-handbook-of-learning-and-work/book267999#description
status: public
title: 'Digitalization of work: Challenges for workplace learning'
type: book_chapter
user_id: '79910'
year: '2022'
...
---
_id: '29103'
abstract:
- lang: ger
text: 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:
- first_name: Carina
full_name: Caruso, Carina
last_name: Caruso
- first_name: Michael
full_name: Goller, Michael
id: '30984'
last_name: Goller
orcid: 0000-0002-2820-9178
citation:
ama: 'Caruso C, Goller M. Die Relevanz von Mentor*innen für die Professionalisierung
von angehenden Lehrkräften im Praxissemester: Forschungsdesiderate und Handlungsoptionen.
Die Deutsche Schule. 2022;114(4).'
apa: 'Caruso, C., & Goller, M. (2022). Die Relevanz von Mentor*innen für die
Professionalisierung von angehenden Lehrkräften im Praxissemester: Forschungsdesiderate
und Handlungsoptionen. Die Deutsche Schule, 114(4).'
bibtex: '@article{Caruso_Goller_2022, title={Die Relevanz von Mentor*innen für die
Professionalisierung von angehenden Lehrkräften im Praxissemester: Forschungsdesiderate
und Handlungsoptionen}, volume={114}, number={4}, journal={Die Deutsche Schule},
publisher={Waxmann}, author={Caruso, Carina and Goller, Michael}, year={2022}
}'
chicago: 'Caruso, Carina, and Michael Goller. “Die Relevanz von Mentor*innen für
die Professionalisierung von angehenden Lehrkräften im Praxissemester: Forschungsdesiderate
und Handlungsoptionen.” Die Deutsche Schule 114, no. 4 (2022).'
ieee: 'C. Caruso and M. Goller, “Die Relevanz von Mentor*innen für die Professionalisierung
von angehenden Lehrkräften im Praxissemester: Forschungsdesiderate und Handlungsoptionen,”
Die Deutsche Schule, vol. 114, no. 4, 2022.'
mla: 'Caruso, Carina, and Michael Goller. “Die Relevanz von Mentor*innen für die
Professionalisierung von angehenden Lehrkräften im Praxissemester: Forschungsdesiderate
und Handlungsoptionen.” Die Deutsche Schule, vol. 114, no. 4, Waxmann,
2022.'
short: C. Caruso, M. Goller, Die Deutsche Schule 114 (2022).
date_created: 2021-12-22T18:44:56Z
date_updated: 2022-02-03T13:28:51Z
department:
- _id: '452'
intvolume: ' 114'
issue: '4'
keyword:
- 'Schlagwörter: Mentoring'
- Praxissemester
- Professionalisierung
language:
- iso: ger
publication: Die Deutsche Schule
publication_status: published
publisher: Waxmann
related_material:
link:
- relation: confirmation
url: https://www.waxmann.com/index.php?eID=download&id_artikel=ART104643&uid=frei
status: public
title: 'Die Relevanz von Mentor*innen für die Professionalisierung von angehenden
Lehrkräften im Praxissemester: Forschungsdesiderate und Handlungsoptionen'
type: journal_article
user_id: '30984'
volume: 114
year: '2022'
...