[{"language":[{"iso":"ger"}],"keyword":["interkulturelle Kompetenz","interkulturelle Sensitivität","Musikwissenschaft","digitale Lehre","hybride Lehre","intercultural competence","intercultural sensitivity","musicology","digital education","hybrid education"],"user_id":"93940","department":[{"_id":"233"}],"_id":"58917","status":"public","abstract":[{"text":"Auslandsaufenthalte von Studierenden sind im Fach Musikwissenschaft an der Universität Paderborn eher eine Ausnahme. Das hat unterschiedliche Gründe, unter anderem die nicht vorhandene curriculare Verankerung. Dabei belegen diverse Untersuchungen, dass solche Aufenthalte den interkulturellen Kompetenzerwerb und damit Fähigkeiten fördern, die unabhängig vom Fach in einer globalisierten Welt immer größere Relevanz im Berufsleben einnehmen. Im Projekt wurde ein hybrides internationales Kooperationsseminar entwickelt und durchgeführt sowie in Bezug auf den Erwerb dieser wichtigen Schlüsselqualifikation evaluiert. Die Auswertung der unter anderem durch Fragebögen erhobenen Entwicklung konnte deutlich die positiven Auswirkungen eines hybriden Kooperationsseminars auf interkulturelle Kompetenzen, die Auseinandersetzung mit verschiedensten Aspekten einer anderen Kultur, darunter Geschichte, Politik, (Post-)Kolonialismus und den eigenen Privilegien aufzeigen. Zudem lassen sich aus der Evaluation weitere Ideen für rein digitale Formate ableiten. ","lang":"ger"},{"text":"Stays abroad by musicology students at the Paderborn University are the exception rather than the\r\nrule. There are various reasons for this, including the fact that they are not part of the curriculum.\r\nHowever, various studies have shown that such stays support the acquisition of intercultural skills\r\nwhich are becoming increasingly relevant in professional life in a globalised world, regardless of the\r\nsubject. The project developed, implemented, and evaluated a hybrid international cooperation semi-\r\nnar regarding the acquisition of this important key qualification. The evaluation of the course of the\r\nseminar, based among other things on questionnaires, clearly showed the positive effects of a hybrid\r\ncooperation seminar on intercultural competences, the examination of different aspects of another\r\nculture, including history, politics, (post-)colonialism and one's own privileges. In addition, the eval-\r\nuation can be used to derive further ideas for purely digital formats.","lang":"eng"}],"type":"journal_article","publication":"Paderborner Beiträge 2024. die hochschullehre - Themenheft 2025","main_file_link":[{"open_access":"1","url":"https://www.wbv.de/shop/Paderborner-Beitraege-2024-HSLT2404W"}],"doi":"10.3278/HSL2459W","title":"Interkulturelle Kompetenzen in der Musikwissenschaft. Potenziale hybrider Kooperationsseminare","author":[{"first_name":"Luise","id":"93940","full_name":"Adler, Luise","last_name":"Adler","orcid":"0009-0002-0150-2638"}],"date_created":"2025-03-05T13:12:01Z","volume":11,"date_updated":"2025-03-05T13:13:01Z","publisher":"Nerea Vöing, Diana Bücker","oa":"1","citation":{"apa":"Adler, L. (2025). Interkulturelle Kompetenzen in der Musikwissenschaft. Potenziale hybrider Kooperationsseminare. <i>Paderborner Beiträge 2024. die hochschullehre - Themenheft 2025</i>, <i>11</i>(17), 218–231. <a href=\"https://doi.org/10.3278/HSL2459W\">https://doi.org/10.3278/HSL2459W</a>","bibtex":"@article{Adler_2025, title={Interkulturelle Kompetenzen in der Musikwissenschaft. Potenziale hybrider Kooperationsseminare}, volume={11}, DOI={<a href=\"https://doi.org/10.3278/HSL2459W\">10.3278/HSL2459W</a>}, number={17}, journal={Paderborner Beiträge 2024. die hochschullehre - Themenheft 2025}, publisher={Nerea Vöing, Diana Bücker}, author={Adler, Luise}, year={2025}, pages={218–231} }","short":"L. Adler, Paderborner Beiträge 2024. die hochschullehre - Themenheft 2025 11 (2025) 218–231.","mla":"Adler, Luise. “Interkulturelle Kompetenzen in der Musikwissenschaft. Potenziale hybrider Kooperationsseminare.” <i>Paderborner Beiträge 2024. die hochschullehre - Themenheft 2025</i>, vol. 11, no. 17, Nerea Vöing, Diana Bücker, 2025, pp. 218–31, doi:<a href=\"https://doi.org/10.3278/HSL2459W\">10.3278/HSL2459W</a>.","ama":"Adler L. Interkulturelle Kompetenzen in der Musikwissenschaft. Potenziale hybrider Kooperationsseminare. <i>Paderborner Beiträge 2024 die hochschullehre - Themenheft 2025</i>. 2025;11(17):218-231. doi:<a href=\"https://doi.org/10.3278/HSL2459W\">10.3278/HSL2459W</a>","ieee":"L. Adler, “Interkulturelle Kompetenzen in der Musikwissenschaft. Potenziale hybrider Kooperationsseminare,” <i>Paderborner Beiträge 2024. die hochschullehre - Themenheft 2025</i>, vol. 11, no. 17, pp. 218–231, 2025, doi: <a href=\"https://doi.org/10.3278/HSL2459W\">10.3278/HSL2459W</a>.","chicago":"Adler, Luise. “Interkulturelle Kompetenzen in der Musikwissenschaft. Potenziale hybrider Kooperationsseminare.” <i>Paderborner Beiträge 2024. die hochschullehre - Themenheft 2025</i> 11, no. 17 (2025): 218–31. <a href=\"https://doi.org/10.3278/HSL2459W\">https://doi.org/10.3278/HSL2459W</a>."},"intvolume":"        11","page":"218 - 231","year":"2025","issue":"17","publication_status":"published","publication_identifier":{"unknown":["2199-8825"]}},{"publication":"Enterprise Modelling and Information Systems Architectures","file":[{"file_name":"emisaj_18_7.pdf","file_id":"47068","access_level":"closed","file_size":632368,"creator":"csoyka","date_created":"2023-09-14T12:29:05Z","date_updated":"2023-09-14T12:29:05Z","relation":"main_file","success":1,"content_type":"application/pdf"},{"content_type":"application/pdf","relation":"main_file","success":1,"date_created":"2023-09-14T12:30:14Z","creator":"csoyka","date_updated":"2023-09-14T12:30:14Z","file_id":"47069","file_name":"Supplementary material_Competence facets and task types.pdf","access_level":"closed","file_size":229381},{"file_name":"Supplementary material_Competence-oriented Task catalog.pdf","file_id":"47070","access_level":"closed","file_size":348555,"date_created":"2023-09-14T12:30:14Z","creator":"csoyka","date_updated":"2023-09-14T12:30:14Z","relation":"main_file","success":1,"content_type":"application/pdf"}],"abstract":[{"lang":"eng","text":"The reform of the European academic landscape with the introduction of bachelor's and master's degree programs has brought about several profound changes for teaching and assessment in higher education. With regard to the examination system, the shift towards output-oriented teaching is still one of the most significant challenges. Assessments have to be integrated into the teaching and learning arrangements and consistently aligned towards the intended learning outcomes. In particular, assessments should provide valid evidence that learners have acquired competences that are relevant for a specific domain. However, it seems that this didactic goal has not yet been fully achieved in modeling education in computer science. The aim of this study is to investigate whether typical task material used in exercises and exams in modeling education at selected German universities covers relevant competences required for graphical modeling. For this purpose, typical tasks in the field of modeling are first identified by means of a content-analytical procedure. Subsequently, it is determined which competence facets relevant for graphical modeling are addressed by the task types. By contrasting a competence model for modeling with the competences addressed by the tasks, a gap was identified between the required competences and the task material analyzed. In particular, the gap analysis shows the neglect of transversal competence facets as well as those related to the analysis and evaluation of models. The result of this paper is a classification of task types for modeling education and a specification of the competence facets addressed by these tasks. Recommendations for developing and assessing student's competences comprehensively are given."}],"language":[{"iso":"eng"}],"keyword":["conceptual modeling","higher education","competence-oriented assessment","task analysis","graphical modeling"],"ddc":["006","000","006"],"quality_controlled":"1","year":"2023","date_created":"2023-09-14T12:24:03Z","title":"Comparison of Required Competences and Task Material in Modeling Education","type":"journal_article","status":"public","department":[{"_id":"423"}],"user_id":"83964","_id":"47065","file_date_updated":"2023-09-14T12:30:14Z","article_type":"original","article_number":"7","has_accepted_license":"1","publication_status":"published","intvolume":"        18","citation":{"bibtex":"@article{Soyka_Ullrich_Striewe_Schaper_2023, title={Comparison of Required Competences and Task Material in Modeling Education}, volume={18}, DOI={<a href=\"https://doi.org/10.18417/EMISA.18.7\">10.18417/EMISA.18.7</a>}, number={7}, journal={Enterprise Modelling and Information Systems Architectures}, author={Soyka, Chantal and Ullrich, Meike and Striewe, Michael and Schaper, Niclas}, year={2023} }","short":"C. Soyka, M. Ullrich, M. Striewe, N. Schaper, Enterprise Modelling and Information Systems Architectures 18 (2023).","mla":"Soyka, Chantal, et al. “Comparison of Required Competences and Task Material in Modeling Education.” <i>Enterprise Modelling and Information Systems Architectures</i>, vol. 18, 7, 2023, doi:<a href=\"https://doi.org/10.18417/EMISA.18.7\">10.18417/EMISA.18.7</a>.","apa":"Soyka, C., Ullrich, M., Striewe, M., &#38; Schaper, N. (2023). Comparison of Required Competences and Task Material in Modeling Education. <i>Enterprise Modelling and Information Systems Architectures</i>, <i>18</i>, Article 7. <a href=\"https://doi.org/10.18417/EMISA.18.7\">https://doi.org/10.18417/EMISA.18.7</a>","chicago":"Soyka, Chantal, Meike Ullrich, Michael Striewe, and Niclas Schaper. “Comparison of Required Competences and Task Material in Modeling Education.” <i>Enterprise Modelling and Information Systems Architectures</i> 18 (2023). <a href=\"https://doi.org/10.18417/EMISA.18.7\">https://doi.org/10.18417/EMISA.18.7</a>.","ieee":"C. Soyka, M. Ullrich, M. Striewe, and N. Schaper, “Comparison of Required Competences and Task Material in Modeling Education,” <i>Enterprise Modelling and Information Systems Architectures</i>, vol. 18, Art. no. 7, 2023, doi: <a href=\"https://doi.org/10.18417/EMISA.18.7\">10.18417/EMISA.18.7</a>.","ama":"Soyka C, Ullrich M, Striewe M, Schaper N. Comparison of Required Competences and Task Material in Modeling Education. <i>Enterprise Modelling and Information Systems Architectures</i>. 2023;18. doi:<a href=\"https://doi.org/10.18417/EMISA.18.7\">10.18417/EMISA.18.7</a>"},"volume":18,"author":[{"orcid":"https://orcid.org/0000-0002-4881-5378","last_name":"Soyka","id":"83964","full_name":"Soyka, Chantal","first_name":"Chantal"},{"first_name":"Meike","full_name":"Ullrich, Meike","last_name":"Ullrich"},{"full_name":"Striewe, Michael","last_name":"Striewe","first_name":"Michael"},{"full_name":"Schaper, Niclas","last_name":"Schaper","first_name":"Niclas"}],"date_updated":"2023-09-14T12:33:22Z","doi":"10.18417/EMISA.18.7"},{"type":"journal_article","publication":"Österreichische Religionspädagogische Forum","status":"public","abstract":[{"lang":"ger","text":"Im Zentrum dieses Beitrags stehen Ergebnisse der Messung pädagogischer Kompetenzen Studierender der Theologie, die das Praxissemester in Deutschland absolviert haben. Das bildungswissenschaftliche Wissen, Kompetenzselbsteinschätzungen und ihre Entwicklung sowie die Einschätzung der im Praxissemester erreichten Ziele Studierender werden dabei unter Berücksichtigung der Ausrichtung des Lehramtsstudiums auf eine Schulform betrachtet. Um die Ergebnisse der Messung bildungswissenschaftlichen Wissens und die der Messung von Kompetenzselbsteinschätzungen zu kontextualisieren (N = 304), wird zuerst die Relevanz des (bildungswissenschaftlichen) Wissens als Ausgangspunkt des Könnens herausgearbeitet. Daran anschließend werden Befunde zur schulformspezifischen Professionalisierung resümiert. Anschließend werden Hypothesen hergeleitet, die Anlage der Studie sowie die Testinstrumente vorge- stellt, die Ergebnisse präsentiert und diskutiert. Die Ergebnisse zeigen wider Erwarten, dass sich weder das bildungswissenschaftliche Wissen, die Kompetenzselbsteinschätzungen und ihre Entwicklung noch die Einschätzung der im Praxissemester erreichten Ziele angehender Lehrkräfte in Abhängigkeit der Schulformen unterscheiden. Die Diskussion bezieht sich u.a. auf die Struktur der Lehramtsstudiengänge, die Denkfiguren zur Entwicklung von Können und die Konzeption der Messinstrumente.\r\n"},{"lang":"eng","text":"The focus of this article are the results of the measurement of pedagogical competencies of students of theology who have completed an internship in Germany. The educational knowledge, competence self-assessments and their development as well as the assessment of the goals achieved by students in the internship are considered, taking into account the orientation of the teacher education course towards a school type. In order to contextualize the results of the measurement of educational knowledge and those of the survey of competence self-assessments (N = 304), ideas are shown how the relationship between knowledge and ability is constituted and findings on the type of school-specific professionalization are summarized. Subsequently, hypotheses are derived, the design of the study, the method and the test instruments are described, the results are presented and discussed. Contrary to expectations, the results show that neither the educational science knowledge, the competence self-assessments and their development nor the assessment of the goals achieved in the internship by pros- pective teachers differ depending on the type of school. The discussion relates to on the structure of the teacher training courses, the mental figures for the development of skills and the conception of the measuring instruments.\r\n"}],"user_id":"86519","_id":"35136","alternative_title":["Ergebnisse der Messung pädagogischer Kompetenzen Studierender in Deutschland"],"language":[{"iso":"ger"}],"keyword":["Bildungswissenschaftliches Wissen","Kompetenzmessung","Kompetenzselbsteinschätzung","Praxissemester","Professionalisierung / competence measurement","competence self-assessment","educational knowledge","internship","professionalization"],"issue":"1","publication_status":"published","publication_identifier":{"issn":["1018-1539"]},"citation":{"ieee":"C. Caruso and A. Seifert, “ Inwiefern ist die Professionalisierung in Praxisphasen schulformspezifisch?,” <i>Österreichische Religionspädagogische Forum</i>, vol. 30, no. 1, pp. 239–260, 2022, doi: <a href=\"https://doi.org/10.30:2022.1.14\">10.30:2022.1.14</a>.","chicago":"Caruso, Carina, and Andreas Seifert. “ Inwiefern ist die Professionalisierung in Praxisphasen schulformspezifisch?” <i>Österreichische Religionspädagogische Forum</i> 30, no. 1 (2022): 239–60. <a href=\"https://doi.org/10.30:2022.1.14\">https://doi.org/10.30:2022.1.14</a>.","ama":"Caruso C, Seifert A.  Inwiefern ist die Professionalisierung in Praxisphasen schulformspezifisch? <i>Österreichische Religionspädagogische Forum</i>. 2022;30(1):239-260. doi:<a href=\"https://doi.org/10.30:2022.1.14\">10.30:2022.1.14</a>","mla":"Caruso, Carina, and Andreas Seifert. “ Inwiefern ist die Professionalisierung in Praxisphasen schulformspezifisch?” <i>Österreichische Religionspädagogische Forum</i>, vol. 30, no. 1, Universitätsbibliothek Graz, 2022, pp. 239–60, doi:<a href=\"https://doi.org/10.30:2022.1.14\">10.30:2022.1.14</a>.","short":"C. Caruso, A. Seifert, Österreichische Religionspädagogische Forum 30 (2022) 239–260.","bibtex":"@article{Caruso_Seifert_2022, title={ Inwiefern ist die Professionalisierung in Praxisphasen schulformspezifisch?}, volume={30}, DOI={<a href=\"https://doi.org/10.30:2022.1.14\">10.30:2022.1.14</a>}, number={1}, journal={Österreichische Religionspädagogische Forum}, publisher={Universitätsbibliothek Graz}, author={Caruso, Carina and Seifert, Andreas}, year={2022}, pages={239–260} }","apa":"Caruso, C., &#38; Seifert, A. (2022).  Inwiefern ist die Professionalisierung in Praxisphasen schulformspezifisch? <i>Österreichische Religionspädagogische Forum</i>, <i>30</i>(1), 239–260. <a href=\"https://doi.org/10.30:2022.1.14\">https://doi.org/10.30:2022.1.14</a>"},"intvolume":"        30","page":"239-260","year":"2022","date_created":"2023-01-03T12:41:20Z","author":[{"first_name":"Carina","last_name":"Caruso","full_name":"Caruso, Carina","id":"23123"},{"last_name":"Seifert","full_name":"Seifert, Andreas","first_name":"Andreas"}],"volume":30,"date_updated":"2023-01-06T12:08:14Z","publisher":"Universitätsbibliothek Graz","doi":"10.30:2022.1.14","title":" Inwiefern ist die Professionalisierung in Praxisphasen schulformspezifisch?"},{"date_updated":"2023-01-06T12:21:07Z","publisher":"University of Bamberg Press","volume":45,"date_created":"2023-01-03T12:45:09Z","author":[{"first_name":"Carina","last_name":"Caruso","id":"23123","full_name":"Caruso, Carina"},{"full_name":"Seifert, Andreas","last_name":"Seifert","first_name":"Andreas"}],"title":"Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller Voraussetzungen","doi":"10.20377/rpb-101","publication_identifier":{"issn":["2750 - 3941"]},"publication_status":"published","issue":"1","year":"2022","page":"3-15","intvolume":"        45","citation":{"ama":"Caruso C, Seifert A. Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller Voraussetzungen. <i>Religionspädagogische Beiträge Journal for Religion in Education </i>. 2022;45(1):3-15. doi:<a href=\"https://doi.org/10.20377/rpb-101\">10.20377/rpb-101</a>","ieee":"C. Caruso and A. Seifert, “Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller Voraussetzungen,” <i>Religionspädagogische Beiträge. Journal for Religion in Education </i>, vol. 45, no. 1, pp. 3–15, 2022, doi: <a href=\"https://doi.org/10.20377/rpb-101\">10.20377/rpb-101</a>.","chicago":"Caruso, Carina, and Andreas Seifert. “Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller Voraussetzungen.” <i>Religionspädagogische Beiträge. Journal for Religion in Education </i> 45, no. 1 (2022): 3–15. <a href=\"https://doi.org/10.20377/rpb-101\">https://doi.org/10.20377/rpb-101</a>.","apa":"Caruso, C., &#38; Seifert, A. (2022). Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller Voraussetzungen. <i>Religionspädagogische Beiträge. Journal for Religion in Education </i>, <i>45</i>(1), 3–15. <a href=\"https://doi.org/10.20377/rpb-101\">https://doi.org/10.20377/rpb-101</a>","short":"C. Caruso, A. Seifert, Religionspädagogische Beiträge. Journal for Religion in Education  45 (2022) 3–15.","mla":"Caruso, Carina, and Andreas Seifert. “Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller Voraussetzungen.” <i>Religionspädagogische Beiträge. Journal for Religion in Education </i>, vol. 45, no. 1, University of Bamberg Press, 2022, pp. 3–15, doi:<a href=\"https://doi.org/10.20377/rpb-101\">10.20377/rpb-101</a>.","bibtex":"@article{Caruso_Seifert_2022, title={Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller Voraussetzungen}, volume={45}, DOI={<a href=\"https://doi.org/10.20377/rpb-101\">10.20377/rpb-101</a>}, number={1}, journal={Religionspädagogische Beiträge. Journal for Religion in Education }, publisher={University of Bamberg Press}, author={Caruso, Carina and Seifert, Andreas}, year={2022}, pages={3–15} }"},"_id":"35137","user_id":"86519","keyword":["Bildungswissenschaftliches Wissen","Kompetenzmessung","Kompetenzselbsteinschätzung","Praxissemester","Professionalisierung / competence measurement","competence self-assessment","educational knowledge","internship","professionalization"],"language":[{"iso":"ger"}],"publication":"Religionspädagogische Beiträge. Journal for Religion in Education ","type":"journal_article","abstract":[{"lang":"ger","text":"Im Zentrum dieses Beitrags stehen Ergebnisse der Messung pädagogischer Kompetenzen Studierender. Dabei werden sowohl das bildungswissenschaftliche Wissen als auch die Entwicklung der Kompe­tenzselbsteinschätzungen in den Bereichen Unterrichten, Erziehen, Beurteilen und Innovieren unter Berücksichtigung individueller Voraussetzungen (Alter, Geschlecht, Abiturnote, Bachelornote, Konfession) betrachtet. Um die Ergeb­nisse hinsichtlich ihrer Bedeutung für die Professionalisierung angehender Lehrkräfte diskutieren zu können, wird, den empirischen Erkenntnissen voranstehend, die Bedeutung von Wissen für berufliches Können herausgearbeitet. Daran anschließend werden Hypothesen hergeleitet, die Anlage der Studie sowie die Testinstrumente vorgestellt, die Ergebnisse präsentiert und diskutiert. Die Ergebnisse zeigen, dass die Abitur- und Bachelornote die Varianz hinsichtlich des pädagogischen Wissens aufklären, sich eine signifikante Entwicklung der Kompetenzselbsteinschätzungen angehender Lehrkräfte feststellen lässt, aber sich angehende Religionslehrkräfte kaum von anderen Studierenden unterscheiden. Die Diskussion nimmt u. a. Rückbezug auf die Denkfiguren zur Entwicklung berufli­chen Könnens und benennt Limitationen, die mit der Studie und Kompetenzmessungen verbunden sind. Daran schließt die Formulierung eines Ausblicks an. Der Beitrag zielt insbesondere darauf, repräsentative Ergebnisse der Kompetenzmessung zu präsentieren und dabei potenzielle Einflussfaktoren auf die studentische Kompetenzent­wicklung zu beleuchten. Ein dadurch angereichertes Konglomerat belastbarer Erkenntnisse zielt darauf, langfristig zur Ableitung lehrerbildungsdidaktischer Überlegungen herangezogen werden zu können, die die studentische Professionalisierung unterstützen."},{"text":"This paper focuses on the results of the measurement of pedagogical competences of students. In doing so,  both  the  knowledge  of  the  educational  sciences  and  the  development  of  competence  self-assessments  in  the  fields of teaching, education, assessment andinnovating are taken into account. The study makes use of the following individual requirements: age, sex, Abitur grade, Bachelor grade, Confession. In order to be able to discuss the re-sults regarding their importance for the professionalization of prospective teachers, the importance of knowledge for  professional  skills  is  highlighted,  preceded  by  empirical  findings.  Subsequently,  hypotheses  are  derived,  the  plan  of  the  study  as  well  as  the  test  instruments  are  presented,  the  results  presented  and  discussed.  The  results  show that the Abitur and Bachelor grades clarify the variance in pedagogical knowledge, that there is a significant development in the competence self-assessments of prospective teachers, and that prospective religious teachers are not different from other students. The discussion takes into account, among other things, the ideas for the devel-opment of professional skills and identifies limitations associated with the study. This is followed by the formula-tion of an outlook. The main aim of the paper is to present representative results of the competence measurement and  to  examine  potential  influencing  factors  on  student  competence  development.  A  conglomerate  of  resilient  knowledge enriched by this aims to be used in the long term to derive teacher training didactic considerations that support student professionalization.","lang":"eng"}],"status":"public"},{"quality_controlled":"1","publication_status":"published","issue":"1","year":"2022","intvolume":"        23","citation":{"ama":"Soyka C, Schaper N, Bender E, Striewe M, Ullrich M. Toward a Competence Model for Graphical Modeling. <i>ACM Transactions on Computing Education</i>. 2022;23(1). doi:<a href=\"https://doi.org/10.1145/3567598\">10.1145/3567598</a>","ieee":"C. Soyka, N. Schaper, E. Bender, M. Striewe, and M. Ullrich, “Toward a Competence Model for Graphical Modeling,” <i>ACM Transactions on Computing Education</i>, vol. 23, no. 1, Art. no. 15, 2022, doi: <a href=\"https://doi.org/10.1145/3567598\">10.1145/3567598</a>.","chicago":"Soyka, Chantal, Niclas Schaper, Elena Bender, Michael Striewe, and Meike Ullrich. “Toward a Competence Model for Graphical Modeling.” <i>ACM Transactions on Computing Education</i> 23, no. 1 (2022). <a href=\"https://doi.org/10.1145/3567598\">https://doi.org/10.1145/3567598</a>.","apa":"Soyka, C., Schaper, N., Bender, E., Striewe, M., &#38; Ullrich, M. (2022). Toward a Competence Model for Graphical Modeling. <i>ACM Transactions on Computing Education</i>, <i>23</i>(1), Article 15. <a href=\"https://doi.org/10.1145/3567598\">https://doi.org/10.1145/3567598</a>","mla":"Soyka, Chantal, et al. “Toward a Competence Model for Graphical Modeling.” <i>ACM Transactions on Computing Education</i>, vol. 23, no. 1, 15, Association for Computing Machinery, 2022, doi:<a href=\"https://doi.org/10.1145/3567598\">10.1145/3567598</a>.","bibtex":"@article{Soyka_Schaper_Bender_Striewe_Ullrich_2022, title={Toward a Competence Model for Graphical Modeling}, volume={23}, DOI={<a href=\"https://doi.org/10.1145/3567598\">10.1145/3567598</a>}, number={115}, journal={ACM Transactions on Computing Education}, publisher={Association for Computing Machinery}, author={Soyka, Chantal and Schaper, Niclas and Bender, Elena and Striewe, Michael and Ullrich, Meike}, year={2022} }","short":"C. Soyka, N. Schaper, E. Bender, M. Striewe, M. Ullrich, ACM Transactions on Computing Education 23 (2022)."},"publisher":"Association for Computing Machinery","date_updated":"2023-01-18T10:08:08Z","volume":23,"author":[{"first_name":"Chantal","full_name":"Soyka, Chantal","id":"83964","orcid":"https://orcid.org/0000-0002-4881-5378","last_name":"Soyka"},{"full_name":"Schaper, Niclas","last_name":"Schaper","first_name":"Niclas"},{"first_name":"Elena","full_name":"Bender, Elena","last_name":"Bender"},{"first_name":"Michael","full_name":"Striewe, Michael","last_name":"Striewe"},{"last_name":"Ullrich","full_name":"Ullrich, Meike","first_name":"Meike"}],"date_created":"2022-10-20T12:58:12Z","title":"Toward a Competence Model for Graphical Modeling","doi":"10.1145/3567598","publication":"ACM Transactions on Computing Education","type":"journal_article","abstract":[{"text":"Modeling is an integral part of many computing-related disciplines and thus also represents a curricular core component in computing education in tertiary education. Competence models in which modeling is integrated at least to some extent already exist in some of these disciplines. However, for the core component of graphical modeling, a competence model that illuminates the relevant competences in detail is still lacking. Therefore, we develop a competence model for graphical modeling with the aim to make teaching and especially assessments in the field more competence-oriented. This paper reports on the first two studies conducted to develop and validate the competence model for graphical modeling. In the first study, the structure of the competence model was developed based on theories and approaches of educational science. Competences relevant for graphical modeling were deductively derived from literature and existing university course descriptions using techniques of qualitative content analysis. The result of the first study is a preliminary competence model. In the second study, the preliminary competence model was reviewed by means of an expert rating in the modeling community. The competence model was revised and refined based on these findings and subsequent expert discussions. The main result of the investigation represents the competence model for graphical modeling (CMGM), which includes a total of 74 competence facets at different cognitive process levels in the five content areas of ”model understanding and interpreting”, ”model building and modifying”, ”values, attitudes, and beliefs”, ”metacognitive knowledge and skills”, and ”social-communicative skills”.","lang":"eng"}],"status":"public","_id":"33839","department":[{"_id":"423"}],"user_id":"83964","keyword":["graphical modeling","conceptual modeling","computer science","competence model","higher education"],"article_type":"original","article_number":"15","language":[{"iso":"eng"}]},{"type":"journal_article","status":"public","department":[{"_id":"97"},{"_id":"611"}],"user_id":"49063","_id":"34820","isi":"1","article_type":"original","publication_identifier":{"issn":["2509-3142"],"eissn":["2509-3150"]},"publication_status":"published","intvolume":"        52","page":"386-397","citation":{"chicago":"Langer, Wiebke, Julia Bruns, and Jan Erhorn. “Development and Validation of a Video-Based Test Instrument to Measure Noticing with Regard to Processes Ofrecognition in Inclusive Physical Education.” <i>German Journal of Exercise and Sport Research</i> 52, no. 3 (2022): 386–97. <a href=\"https://doi.org/10.1007/s12662-022-00807-0\">https://doi.org/10.1007/s12662-022-00807-0</a>.","ieee":"W. Langer, J. Bruns, and J. Erhorn, “Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education,” <i>German Journal of Exercise and Sport Research</i>, vol. 52, no. 3, pp. 386–397, 2022, doi: <a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>.","ama":"Langer W, Bruns J, Erhorn J. Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education. <i>German Journal of Exercise and Sport Research</i>. 2022;52(3):386-397. doi:<a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>","bibtex":"@article{Langer_Bruns_Erhorn_2022, title={Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education}, volume={52}, DOI={<a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>}, number={3}, journal={German Journal of Exercise and Sport Research}, publisher={Springer}, author={Langer, Wiebke and Bruns, Julia and Erhorn, Jan}, year={2022}, pages={386–397} }","short":"W. Langer, J. Bruns, J. Erhorn, German Journal of Exercise and Sport Research 52 (2022) 386–397.","mla":"Langer, Wiebke, et al. “Development and Validation of a Video-Based Test Instrument to Measure Noticing with Regard to Processes Ofrecognition in Inclusive Physical Education.” <i>German Journal of Exercise and Sport Research</i>, vol. 52, no. 3, Springer, 2022, pp. 386–97, doi:<a href=\"https://doi.org/10.1007/s12662-022-00807-0\">10.1007/s12662-022-00807-0</a>.","apa":"Langer, W., Bruns, J., &#38; Erhorn, J. (2022). Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education. <i>German Journal of Exercise and Sport Research</i>, <i>52</i>(3), 386–397. <a href=\"https://doi.org/10.1007/s12662-022-00807-0\">https://doi.org/10.1007/s12662-022-00807-0</a>"},"volume":52,"author":[{"full_name":"Langer, Wiebke","last_name":"Langer","first_name":"Wiebke"},{"last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","id":"72183","full_name":"Bruns, Julia","first_name":"Julia"},{"full_name":"Erhorn, Jan","last_name":"Erhorn","first_name":"Jan"}],"date_updated":"2023-06-20T19:10:42Z","doi":"10.1007/s12662-022-00807-0","publication":"German Journal of Exercise and Sport Research","abstract":[{"lang":"eng","text":"The construct of noticing is considered to be of crucial importance for professional action of (prospective) physical education (PE) teachers in the context of (inclusive) PE. In order to implement the demands of inclusive PE teaching, noticingwith regard to processes of recognition proves to be particularly significant. Due to the relevance of physicality, the design of recognition relationships that encourage pupils' development results in specific requirements for the selective attention and the theory-based interpretation of processes of recognition and disregard in complex teaching situations. This facet of competence has hardly been studied so far, partly due to the lack of instruments for standardised assessment of this construct. In the context of this paper, the development and validation of a standardised, video vignette-based test instrument for the measurement of noticingwith regard to processes of recognition of prospective PE teachers is presented. The validation focuses on the content of the test and the internal structure of the instrument as well as on correlations with related constructs in terms of content. The results from three consecutive validation studies provide indications of the reliability and validity of the test score interpretation of the instrument ViProQiS_A. The findings so far indicate that the standardised measurement of noticingwith regard to processes of recognitionin inclusive PE could be realized on the basis of the test instrument developed here."}],"external_id":{"isi":["000788945100004"]},"language":[{"iso":"eng"}],"keyword":["Physical education teacher education","Competence modelling and","measurement","Inclusive physical education","Video-based items","Noticing"],"issue":"3","quality_controlled":"1","year":"2022","date_created":"2022-12-22T09:22:45Z","publisher":"Springer","title":"Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education"},{"title":"Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools","publisher":"TECHNE SERIES","date_created":"2023-01-20T07:55:21Z","year":"2021","quality_controlled":"1","issue":"2","keyword":["Inclusion","basic needs","Technology Education","Primary Education","autonomy","competence","social relatedness"],"language":[{"iso":"eng"}],"abstract":[{"lang":"eng","text":"Research on technological educationininterdisciplinary scienceand socialstudies (Sachunterricht) in German primary schools emphasizes that childrenare generally interested in technology. While several STEAM initiatives point towards a growing recognition of technological literacy, the consideration of technology  education  ininterdisciplinaryscience  and  social  studies  is  quite  underrepresented  in practice as well as in research and teacher training.Takinginto accountthe UN-CRPDclaims foran inclusive educational system andthus alsothe right to equally participate in a free society,participation in  society  through  participation  in  technological  development  is  a  fundamental  common  goal  of technological  and  inclusive  education  and  part  of  widely  recognized  technological  literacy.It  is therefore  not well  understood  how  teaching  and  learning  arrangementscan  consider  and satisfythe needs  of  all  different  students.  The  research  project  the  present  paper  is  part  of  tries to unveil the appearance of student’s basic needs in relation to technological educationfor all children. Thisinitial quantitative part of a grounded theory study examined the subjective significance of basic psychological needs  in interdisciplinary  science  studies  in  primary  educationto  allow for  a well-reasoned  sample choice  for  subsequent  interviews. Quantitative  results  point  towards  some  revisions  regarding  the instrument  used  and  several  implications  on  the  diversity  of  students ́needs  in  science  and  social studies. Future research is needed with larger samples for factor-analysis."}],"publication":"TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap","conference":{"name":"PATT38 - Technology in our Hands - Creative Pedagogy and Ambitious Teacher Education","start_date":"2021-04-27","end_date":"2021-04-30","location":"Rauma (FIN)"},"main_file_link":[{"open_access":"1","url":"https://journals.oslomet.no/index.php/techneA/article/view/4368/3843"}],"oa":"1","date_updated":"2024-07-03T07:15:17Z","volume":28,"author":[{"first_name":"Franz","full_name":"Schröer, Franz","id":"71764","last_name":"Schröer"},{"first_name":"Claudia","last_name":"Tenberge","full_name":"Tenberge, Claudia","id":"67302"}],"page":"322-331","intvolume":"        28","citation":{"apa":"Schröer, F., &#38; Tenberge, C. (2021). Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools. <i>TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap</i>, <i>28</i>(2), 322–331.","bibtex":"@article{Schröer_Tenberge_2021, title={Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools}, volume={28}, number={2}, journal={TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap}, publisher={TECHNE SERIES}, author={Schröer, Franz and Tenberge, Claudia}, year={2021}, pages={322–331} }","mla":"Schröer, Franz, and Claudia Tenberge. “Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools.” <i>TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap</i>, vol. 28, no. 2, TECHNE SERIES, 2021, pp. 322–31.","short":"F. Schröer, C. Tenberge, TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap 28 (2021) 322–331.","chicago":"Schröer, Franz, and Claudia Tenberge. “Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools.” <i>TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap</i> 28, no. 2 (2021): 322–31.","ieee":"F. Schröer and C. Tenberge, “Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools,” <i>TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap</i>, vol. 28, no. 2, pp. 322–331, 2021.","ama":"Schröer F, Tenberge C. Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools. <i>TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap</i>. 2021;28(2):322-331."},"publication_identifier":{"issn":["1893-1774"]},"publication_status":"published","article_type":"original","_id":"37644","department":[{"_id":"588"}],"user_id":"71764","status":"public","type":"journal_article"},{"language":[{"iso":"ger"}],"keyword":["Berufsbildung","vocational education","Ausbildung","training","berufliche Weiterbildung","advanced vocational education","Digitalisierung","digitalization","Unterricht","teaching","Lehrmethode","teaching method","Interdisziplinarität","interdisciplinarity","Fachdidaktik","subject didactics","Curriculum","curriculum","gewerblich-technischer Beruf","vocational/technical occupation","Fachkraft","specialist","Qualifikationsanforderungen","qualification requirements","Kompetenz","competence","Lehrerbildung","teacher training","Bundesrepublik Deutschland","Federal Republic of Germany"],"abstract":[{"text":"Die Themen „Big Data“, „Künstliche Intelligenz und „Data Science“ werden seit einiger Zeit nicht nur in der breiten Öffentlichkeit kontrovers diskutiert, sondern stellen für die Ausbildung in den IT- und IT-nahen Berufen schon heute neue Herausforderungen dar, die in Zukunft durch die gesellschaftliche und technologische Weiterentwicklung hin zu einer Datengesellschaft noch größer werden.\r\nAn dieser Stelle stellt sich die Frage, welche Aspekte dieses großen Themenkomplexes für Schule und Ausbildung von Wichtigkeit sind und wie diese Themen sinnstiftend und gewinnbringend in die informatische Ausbildung in verschiedenen Bildungsgängen integriert werden können. Im Rahmen des von uns im Jahr 2017 organisierten Symposiums zum Thema „Data Science“ wurden für die Bildung relevante Aspekte erörtert, wodurch als Kernelemente für den Unterricht Algorithmen der Künstlichen Intelligenz und ihre Anwendung in Industrie und Gesellschaft, Explorationen von Big Data sowie der Umgang mit eigenen Daten in sozialen Netzwerken herausgearbeitet wurden. Ziel ist, aus diesen Themenbereichen sowohl ein umfassendes Curriculum als auch Module für verschiedene Unterrichtsszenarien zu entwickeln und zu erproben. Durch diese Materialien soll es Lehrkräften aus der Informatik, Mathematik oder Technik ermöglicht werden, diese Themen auf Basis des Curriculums und der erprobten Unterrichtskonzepte selbst zu unterrichten.\r\nHierfür wurde im Rahmen des Projekts ProDaBi (Projekt Data Science und Big Data in der Schule, https://www.prodabi.de), initiiert von der Telekom Stiftung, ein experimenteller Projektkurs entwickelt, den wir mit Schüler:innen der Sekundarstufe II an der Universität Paderborn im Schuljahr 2018/19 durchführten. Dieser Kurs enthält neben einem Modul zur Exploration von Big Data und einem weiteren Modul zum Maschinellen Lernen als Teil der Künstlichen Intelligenz auch eine Projektphase, die es in Zusammenarbeit mit lokalen Unternehmen den Schüler:innen\r\nermöglicht, das Erlernte in ein reales Data Science-Projekt einzubringen. Aus den Erfahrungen dieses Projektkurses sowie den parallel durchgeführten Erprobungen einzelner Bausteine auch mit beruflichen Schulen werden ab dem Schuljahr 2019/20 die hierfür verwendeten Materialien weiterentwickelt und weiteren Kooperationspartnern zur Erprobung zur Verfügung gestellt. Damit wurden zum Ende des Projekts nicht nur vollständige Unterrichtsmaterialien, sondern auch ein umfassendes Curriculum entwickelt.","lang":"ger"},{"lang":"eng","text":"The topics ”Big Data”, “Artificial Intelligence” and “Data Science” are controversially discussed among the general public, but they present new challenges for training in IT and IT-related professions. These challenges will become more important in the future as a result of further social and technological development towards a data society.\r\nAt this point, the question arises as to which aspects of this large complex of topics are important for school and education, and how these topics can be integrated in a meaningful and profitable way into informatics education in vocational education. In 2017, we organized a symposium towards the topic “Data Science” and discussed relevant aspects for general and vocational education. Algorithms of artificial intelligence and their application in industry and society, explorations of Big Data as well as the handling of one's own data in social networks were worked out as core elements for teaching. For this reason, our aim is to develop a comprehensive curriculum on this topic from these subject areas and to develop and test modules for various teaching scenarios in order to enable teachers from computer science, mathematics or technology to teach these topics themselves.\r\nFor this purpose, an experimental project course was developed within the framework of the ProDaBi project (Project Data Science and Big Data at School, https://www.prodabi.de), which we conducted with students from upper secondary classes at the University of Paderborn in the school year 2018/19. In this course we try to address all these aspects. This course consists of several modules: One module has been designed to teach the exploration of Big Data. Another module encompasses aspects of machine learning as part of artificial intelligence. The course concludes in a project phase which, in cooperation with local companies, will enable the students to apply what they have learned into a real Data Science project. Based on the experiences of this project course and the parallel testing of individual modules with vocational schools, we will further develop the material and make it available to other cooperation partners for testing, so that not only complete teaching materials but also a comprehensive curriculum will have been developed until the end of the project."}],"publication":"Sammelband der 27. Fachtagung der BAG Berufliche Bildung","title":"Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II","date_created":"2022-01-12T16:43:38Z","publisher":"wbv Media GmbH & Co. KG","year":"2020","department":[{"_id":"67"}],"series_title":"Berufsbildung, Arbeit und Innovation","user_id":"32312","_id":"29298","status":"public","editor":[{"first_name":"Thomas","full_name":"Vollmer, Thomas","last_name":"Vollmer"},{"first_name":"Torben","full_name":"Karges, Torben","last_name":"Karges"},{"last_name":"Richter","full_name":"Richter, Tim","first_name":"Tim"},{"last_name":"Schlömer","full_name":"Schlömer, Britta","first_name":"Britta"},{"first_name":"Sören","full_name":"Schütt-Sayed, Sören","last_name":"Schütt-Sayed"}],"type":"conference","conference":{"name":"20. Hochschultage Berufliche Bildung (HTBB) \"Digitale Welt - Bildung und Arbeit in Transformationsgesellschaften\".","start_date":"2019-03-11","end_date":"2019-03-13","location":"Siegen"},"doi":"https://doi.org/10.3278/6004722w","main_file_link":[{"url":"https://library.oapen.org/handle/20.500.12657/43933","open_access":"1"}],"volume":55,"author":[{"first_name":"Simone Anna","id":"72932","full_name":"Opel, Simone Anna","last_name":"Opel"},{"first_name":"Michael","last_name":"Schlichtig","id":"32312","full_name":"Schlichtig, Michael"}],"date_updated":"2022-01-12T17:04:10Z","oa":"1","page":"176-194","intvolume":"        55","citation":{"ama":"Opel SA, Schlichtig M. Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II. In: Vollmer T, Karges T, Richter T, Schlömer B, Schütt-Sayed S, eds. <i>Sammelband der 27. Fachtagung der BAG Berufliche Bildung</i>. Vol 55. Berufsbildung, Arbeit und Innovation. wbv Media GmbH &#38; Co. KG; 2020:176-194. doi:<a href=\"https://doi.org/10.3278/6004722w\">https://doi.org/10.3278/6004722w</a>","ieee":"S. A. Opel and M. Schlichtig, “Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II,” in <i>Sammelband der 27. Fachtagung der BAG Berufliche Bildung</i>, Siegen, 2020, vol. 55, pp. 176–194, doi: <a href=\"https://doi.org/10.3278/6004722w\">https://doi.org/10.3278/6004722w</a>.","chicago":"Opel, Simone Anna, and Michael Schlichtig. “Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II.” In <i>Sammelband der 27. Fachtagung der BAG Berufliche Bildung</i>, edited by Thomas Vollmer, Torben Karges, Tim Richter, Britta Schlömer, and Sören Schütt-Sayed, 55:176–94. Berufsbildung, Arbeit und Innovation. Bielefeld: wbv Media GmbH &#38; Co. KG, 2020. <a href=\"https://doi.org/10.3278/6004722w\">https://doi.org/10.3278/6004722w</a>.","apa":"Opel, S. A., &#38; Schlichtig, M. (2020). Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II. In T. Vollmer, T. Karges, T. Richter, B. Schlömer, &#38; S. Schütt-Sayed (Eds.), <i>Sammelband der 27. Fachtagung der BAG Berufliche Bildung</i> (Vol. 55, pp. 176–194). wbv Media GmbH &#38; Co. KG. <a href=\"https://doi.org/10.3278/6004722w\">https://doi.org/10.3278/6004722w</a>","mla":"Opel, Simone Anna, and Michael Schlichtig. “Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II.” <i>Sammelband der 27. Fachtagung der BAG Berufliche Bildung</i>, edited by Thomas Vollmer et al., vol. 55, wbv Media GmbH &#38; Co. KG, 2020, pp. 176–94, doi:<a href=\"https://doi.org/10.3278/6004722w\">https://doi.org/10.3278/6004722w</a>.","bibtex":"@inproceedings{Opel_Schlichtig_2020, place={Bielefeld}, series={Berufsbildung, Arbeit und Innovation}, title={Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II}, volume={55}, DOI={<a href=\"https://doi.org/10.3278/6004722w\">https://doi.org/10.3278/6004722w</a>}, booktitle={Sammelband der 27. Fachtagung der BAG Berufliche Bildung}, publisher={wbv Media GmbH &#38; Co. KG}, author={Opel, Simone Anna and Schlichtig, Michael}, editor={Vollmer, Thomas and Karges, Torben and Richter, Tim and Schlömer, Britta and Schütt-Sayed, Sören}, year={2020}, pages={176–194}, collection={Berufsbildung, Arbeit und Innovation} }","short":"S.A. Opel, M. Schlichtig, in: T. Vollmer, T. Karges, T. Richter, B. Schlömer, S. Schütt-Sayed (Eds.), Sammelband der 27. Fachtagung der BAG Berufliche Bildung, wbv Media GmbH &#38; Co. KG, Bielefeld, 2020, pp. 176–194."},"place":"Bielefeld","publication_status":"published"},{"title":"Informationskompetenz durch E-Learning? Durch Lernvideos nach Literatur suchen","date_created":"2022-09-08T09:05:30Z","year":"2020","issue":"6","language":[{"iso":"ger"}],"keyword":["E-Learning","information competence","literature","library","research"],"ddc":["020"],"file":[{"date_updated":"2022-09-08T09:05:22Z","date_created":"2022-09-08T09:05:22Z","creator":"chogg","file_size":318104,"file_id":"33300","file_name":"HSL2012W.pdf","access_level":"open_access","content_type":"application/pdf","relation":"main_file"}],"abstract":[{"text":"The aim of this study was to find out whether teaching how to search for literature\r\nwould be more beneficial to students and teachers if done online through short videos\r\nrather than in person during course time. To find out whether online videos are more\r\nbeneficial, two courses were asked to fill in questionnaires, one at the beginning and\r\none at the end of the semester. One of the courses received the input online via videos\r\nand were given an exercise to put the newly learned skills to use, the other course\r\nserved as a control group and learned how to search for literature during the course.\r\nThe results show that while the difference between the two groups is not significant,\r\nthe videos can still be regarded as being more beneficial than teaching the necessary\r\nskills during course time.","lang":"eng"}],"publication":"die hochschullehre","main_file_link":[{"url":"http://www.hochschullehre.org/wp-content/files/diehochschullehre_2020_Hahn_Informationskompetenz.pdf","open_access":"1"}],"author":[{"first_name":"Charlotte Anna","last_name":"Hahn","id":"25934","full_name":"Hahn, Charlotte Anna"}],"oa":"1","date_updated":"2023-10-13T10:17:31Z","citation":{"mla":"Hahn, Charlotte Anna. “Informationskompetenz durch E-Learning? Durch Lernvideos nach Literatur suchen.” <i>die hochschullehre</i>, no. 6, 2020.","short":"C.A. Hahn, die hochschullehre (2020).","bibtex":"@article{Hahn_2020, title={Informationskompetenz durch E-Learning? Durch Lernvideos nach Literatur suchen}, number={6}, journal={die hochschullehre}, author={Hahn, Charlotte Anna}, year={2020} }","apa":"Hahn, C. A. (2020). Informationskompetenz durch E-Learning? Durch Lernvideos nach Literatur suchen. <i>die hochschullehre</i>, <i>6</i>.","chicago":"Hahn, Charlotte Anna. “Informationskompetenz durch E-Learning? Durch Lernvideos nach Literatur suchen.” <i>die hochschullehre</i>, no. 6 (2020).","ieee":"C. A. Hahn, “Informationskompetenz durch E-Learning? Durch Lernvideos nach Literatur suchen,” <i>die hochschullehre</i>, no. 6, 2020.","ama":"Hahn CA. Informationskompetenz durch E-Learning? Durch Lernvideos nach Literatur suchen. <i>die hochschullehre</i>. 2020;(6)."},"has_accepted_license":"1","publication_identifier":{"eissn":["ISSN 2199-8825"]},"publication_status":"published","file_date_updated":"2022-09-08T09:05:22Z","department":[{"_id":"1"},{"_id":"384"}],"user_id":"14931","_id":"33299","status":"public","type":"journal_article"},{"publication":"die hochschullehre","abstract":[{"lang":"ger","text":"In vielen Bundesländern ist ein Praxissemester obligatorischer Bestandteil der Lehramtsausbildung. Zunehmend wird untersucht, ob und in welcher Form Studierende die für diesen Ausbildungsabschnitt vorgesehenen Standards erreichen. Dabei fokussieren Untersuchungen primär bildungswissenschaftliche Kompetenzbereiche. Die Frage, inwiefern das Praxissemester zum Erwerb domänenspezifischer bzw. insbesondere fachdidaktischer Kompetenzen beiträgt, lässt sich als Forschungsdesiderat konstatieren. Es ist zudem unklar, wie bestimmte Lerngelegenheiten diesen Prozess beeinflussen. Um diesem Forschungsbedarf zu begegnen, wurde an der Universität Paderborn die interdisziplinäre Forschungsgruppe Fachdidaktische Forschung im Praxissemester gegründet. Ziel der gemeinsamen Arbeit ist es, auf Basis wissenschaftlicher Ergebnisse einen Beitrag zur Weiterentwicklung des Praxissemesters zu leisten. Am Praxissemester sind drei Ausbildungsorte beteiligt: Hochschulen, Zentren für schulpraktische Lehrerausbildung (ZfsL) und Schulen. Ein Schwerpunkt liegt daher auf der Untersuchung des kritisch-produktiven Verhältnisses von Hochschullehre und Praxis. Vor dem Hintergrund fachübergreifender Heuristiken zur Professionalisierung in der Lehrer/innenbildung, werden in diesem Artikel aktuelle Projekte der Forschungsgruppe und deren Kontexte vorgestellt und diskutiert."},{"text":"During the most master degree programs for teacher education in Germany, prospective teachers have to do an internship lasting one semester at a school (practical semester). Recent educational research focuses on the effectiveness of these internships, questioning how prospective teachers develop professional competencies for teaching. Most projects mainly consider more general aspects of professional competence, like pedagogical knowledge. Therefore, there is a need for research taking into account aspects of teachers’ professional competence when teaching their subjects, like pedagogical content knowledge. To fill this gap, the interdisciplinary research group “Subject matter education research on practical semesters” was founded at Paderborn University. This group connects subject matter education researchers from different institutes to discuss their own and develop collaborative projects. Main objective of this group is to generate insights for the further development of long term internships in teacher training based on empirical evidence. Three institutions are involved in the organization of practical semesters in Germany: universities, the Centers for practical teacher training and the internship schools. Given this organizational situation, the research group in particular takes a closer look at the relationship between theory and practice in teacher training. In this article different projects focusing on different domains (religious education, history, physics, physical education, science for primary schools) are described and discussed regarding general models of teachers’ professional competence.\r\n","lang":"eng"}],"language":[{"iso":"ger"}],"keyword":["Praxissemester","Lehrer/innenbildung","Evaluation","Kompetenzentwicklung","Fachdidaktik / school internships","teacher education","evaluation","professional competence","subject matter education"],"issue":"1","year":"2017","date_created":"2023-01-06T06:45:22Z","publisher":"wbv","title":"Das Praxissemester fachdidaktisch in den Blick nehmen","type":"journal_article","status":"public","user_id":"4245","department":[{"_id":"33"}],"_id":"35315","alternative_title":["Zugänge einer interdisziplinären Forschungsgruppe an der Universität Paderborn"],"publication_status":"published","publication_identifier":{"issn":[" 2199-8825"]},"citation":{"ama":"Wosnitza C, Caruso C, Vogelsang C. Das Praxissemester fachdidaktisch in den Blick nehmen. <i>die hochschullehre</i>. 2017;3(1):1-19. doi:<a href=\"https://doi.org/10.3278/HSL1705W\">10.3278/HSL1705W</a>","chicago":"Wosnitza, Christopher, Carina Caruso, and Christoph Vogelsang. “Das Praxissemester fachdidaktisch in den Blick nehmen.” <i>die hochschullehre</i> 3, no. 1 (2017): 1–19. <a href=\"https://doi.org/10.3278/HSL1705W\">https://doi.org/10.3278/HSL1705W</a>.","ieee":"C. Wosnitza, C. Caruso, and C. Vogelsang, “Das Praxissemester fachdidaktisch in den Blick nehmen,” <i>die hochschullehre</i>, vol. 3, no. 1, pp. 1–19, 2017, doi: <a href=\"https://doi.org/10.3278/HSL1705W\">10.3278/HSL1705W</a>.","apa":"Wosnitza, C., Caruso, C., &#38; Vogelsang, C. (2017). Das Praxissemester fachdidaktisch in den Blick nehmen. <i>die hochschullehre</i>, <i>3</i>(1), 1–19. <a href=\"https://doi.org/10.3278/HSL1705W\">https://doi.org/10.3278/HSL1705W</a>","bibtex":"@article{Wosnitza_Caruso_Vogelsang_2017, title={Das Praxissemester fachdidaktisch in den Blick nehmen}, volume={3}, DOI={<a href=\"https://doi.org/10.3278/HSL1705W\">10.3278/HSL1705W</a>}, number={1}, journal={die hochschullehre}, publisher={wbv}, author={Wosnitza, Christopher and Caruso, Carina and Vogelsang, Christoph}, year={2017}, pages={1–19} }","mla":"Wosnitza, Christopher, et al. “Das Praxissemester fachdidaktisch in den Blick nehmen.” <i>die hochschullehre</i>, vol. 3, no. 1, wbv, 2017, pp. 1–19, doi:<a href=\"https://doi.org/10.3278/HSL1705W\">10.3278/HSL1705W</a>.","short":"C. Wosnitza, C. Caruso, C. Vogelsang, die hochschullehre 3 (2017) 1–19."},"page":"1-19","intvolume":"         3","author":[{"first_name":"Christopher","last_name":"Wosnitza","full_name":"Wosnitza, Christopher"},{"last_name":"Caruso","full_name":"Caruso, Carina","id":"23123","first_name":"Carina"},{"last_name":"Vogelsang","full_name":"Vogelsang, Christoph","id":"4245","first_name":"Christoph"}],"volume":3,"date_updated":"2023-01-09T15:10:03Z","doi":"10.3278/HSL1705W"},{"doi":"10.1111/flan.12024","author":[{"id":"71540","full_name":"Müller, Mareike","last_name":"Müller","first_name":"Mareike"}],"volume":46,"date_updated":"2022-01-06T06:58:02Z","citation":{"chicago":"Müller, Mareike. “Conceptualizing Pronunciation as Part of Translingual/Transcultural Competence: New Impulses for SLA Research and the L2 Classroom.” <i>Foreign Language Annals</i> 46, no. 2 (2013): 213–29. <a href=\"https://doi.org/10.1111/flan.12024\">https://doi.org/10.1111/flan.12024</a>.","ieee":"M. Müller, “Conceptualizing pronunciation as part of translingual/transcultural competence: New impulses for SLA research and the L2 classroom,” <i>Foreign Language Annals</i>, vol. 46, no. 2, pp. 213–229, 2013, doi: <a href=\"https://doi.org/10.1111/flan.12024\">10.1111/flan.12024</a>.","ama":"Müller M. Conceptualizing pronunciation as part of translingual/transcultural competence: New impulses for SLA research and the L2 classroom. <i>Foreign Language Annals</i>. 2013;46(2):213-229. doi:<a href=\"https://doi.org/10.1111/flan.12024\">10.1111/flan.12024</a>","bibtex":"@article{Müller_2013, title={Conceptualizing pronunciation as part of translingual/transcultural competence: New impulses for SLA research and the L2 classroom}, volume={46}, DOI={<a href=\"https://doi.org/10.1111/flan.12024\">10.1111/flan.12024</a>}, number={2}, journal={Foreign Language Annals}, author={Müller, Mareike}, year={2013}, pages={213–229} }","short":"M. Müller, Foreign Language Annals 46 (2013) 213–229.","mla":"Müller, Mareike. “Conceptualizing Pronunciation as Part of Translingual/Transcultural Competence: New Impulses for SLA Research and the L2 Classroom.” <i>Foreign Language Annals</i>, vol. 46, no. 2, 2013, pp. 213–29, doi:<a href=\"https://doi.org/10.1111/flan.12024\">10.1111/flan.12024</a>.","apa":"Müller, M. (2013). Conceptualizing pronunciation as part of translingual/transcultural competence: New impulses for SLA research and the L2 classroom. <i>Foreign Language Annals</i>, <i>46</i>(2), 213–229. <a href=\"https://doi.org/10.1111/flan.12024\">https://doi.org/10.1111/flan.12024</a>"},"intvolume":"        46","page":"213-229","publication_status":"published","publication_identifier":{"issn":["0015-718X","1944-9720"]},"extern":"1","article_type":"original","user_id":"71540","department":[{"_id":"468"}],"_id":"28353","status":"public","type":"journal_article","title":"Conceptualizing pronunciation as part of translingual/transcultural competence: New impulses for SLA research and the L2 classroom","date_created":"2021-12-07T12:37:11Z","year":"2013","issue":"2","language":[{"iso":"eng"}],"keyword":["critical language awareness","native‐speaker ideal","pronunciation","study abroad","translingual and transcultural competence"],"abstract":[{"text":"This article aims to reconceptualize pronunciation teaching and learning according to the tenets of the 2007 MLA Report and its call for translingual/transcultural competence. The critical discussion of current teaching and research practices shows that the realm of pronunciation has benefitted little from debates on intercultural language learning. In order to link the teaching of pronunciation with learner needs in intercultural encounters, this article develops the concept of pronunciation‐as‐language. The theoretical exploration of this concept is supported by a narrative analysis of study-abroad learners’ accounts, contrasting learners’ perceptions of teaching practices with the complex role pronunciation plays in second language‐mediated interactions. The results underline the importance of pedagogical approaches that encourage the critical reflection on and creative use of pronunciation beyond structural elements and native‐speaker\r\nnorms.","lang":"eng"}],"publication":"Foreign Language Annals"}]