---
_id: '39976'
abstract:
- lang: eng
text: "The context of the study is the increasing digitalisation of the living environment
of primary school students, which is to be introduced into primary schools according
to theoretical and educational policy guidelines. In this regard, further teacher\r\ntraining
on digital media in classrooms are particularly relevant, on the one hand to promote
teachers’ digital-related pedagogical knowledge and content knowledge (DPaCK).
On the other hand, studies also reveal positive correlations among teacher training,
teaching activities, and students’ learning outcomes. In-service teacher training
courses with adaptive support by a trainer in particular have\r\nproven to be
effective. Against the background of various research studies on professional
development of teachers, a corresponding model of tripartite learning outcomes
has been established and serves as a broad theoretical framework. However, the
specific relationship between in-service teacher training with adaptive support,
DPaCK, and computational thinking of primary school students in the context of
the German primary school subject Sachunterricht has not been sufficiently studied.
Therefore, the following research questions can be derived: (1) To what extent
does training with adaptive support on the topic of learning robots contribute
to the development of teachers’ DPaCK? (2) Which effects can be ascertained on
the students’ computational thinking in technology-related Sachunterricht? To
investigate this relationship, an intervention study in a pre-post design with
an experimental group, a control group, and a baseline is appropriate. As results
are not yet available at this point, the present paper focuses on the presentation
of the theoretical background and empirical approaches."
article_type: original
author:
- first_name: Nicole
full_name: Janicki, Nicole
id: '50915'
last_name: Janicki
- first_name: Claudia
full_name: Tenberge, Claudia
id: '67302'
last_name: Tenberge
citation:
ama: Janicki N, Tenberge C. Technology education in elementary school using the
example of “learning robots” – development and evaluation of an in-service teacher
training concept. Australasian Journal of Technology Education. 2023;9.
doi:https://doi.org/10.15663/ajte.v9.i0.103
apa: Janicki, N., & Tenberge, C. (2023). Technology education in elementary
school using the example of “learning robots” – development and evaluation of
an in-service teacher training concept. Australasian Journal of Technology
Education, 9. https://doi.org/10.15663/ajte.v9.i0.103
bibtex: '@article{Janicki_Tenberge_2023, title={Technology education in elementary
school using the example of “learning robots” – development and evaluation of
an in-service teacher training concept}, volume={9}, DOI={https://doi.org/10.15663/ajte.v9.i0.103},
journal={Australasian Journal of Technology Education}, author={Janicki, Nicole
and Tenberge, Claudia}, year={2023} }'
chicago: Janicki, Nicole, and Claudia Tenberge. “Technology Education in Elementary
School Using the Example of ‘learning Robots’ – Development and Evaluation of
an in-Service Teacher Training Concept.” Australasian Journal of Technology
Education 9 (2023). https://doi.org/10.15663/ajte.v9.i0.103.
ieee: 'N. Janicki and C. Tenberge, “Technology education in elementary school using
the example of ‘learning robots’ – development and evaluation of an in-service
teacher training concept,” Australasian Journal of Technology Education,
vol. 9, 2023, doi: https://doi.org/10.15663/ajte.v9.i0.103.'
mla: Janicki, Nicole, and Claudia Tenberge. “Technology Education in Elementary
School Using the Example of ‘learning Robots’ – Development and Evaluation of
an in-Service Teacher Training Concept.” Australasian Journal of Technology
Education, vol. 9, 2023, doi:https://doi.org/10.15663/ajte.v9.i0.103.
short: N. Janicki, C. Tenberge, Australasian Journal of Technology Education 9 (2023).
date_created: 2023-01-25T11:50:07Z
date_updated: 2024-05-31T09:22:58Z
department:
- _id: '588'
doi: https://doi.org/10.15663/ajte.v9.i0.103
intvolume: ' 9'
keyword:
- technology education
- teacher professionalisation
- Computational Thinking
- digitalization
- learning robots
language:
- iso: eng
publication: Australasian Journal of Technology Education
publication_status: published
status: public
title: Technology education in elementary school using the example of 'learning robots'
– development and evaluation of an in-service teacher training concept
type: journal_article
user_id: '50915'
volume: 9
year: '2023'
...
---
_id: '47085'
article_number: '104900'
author:
- first_name: Thomas
full_name: Schubatzky, Thomas
last_name: Schubatzky
- first_name: Jan-Philipp
full_name: Burde, Jan-Philipp
last_name: Burde
- first_name: Rike Isabel
full_name: Große-Heilmann, Rike Isabel
id: '99511'
last_name: Große-Heilmann
orcid: 0000-0001-8713-3014
- first_name: Claudia
full_name: Haagen-Schützenhöfer, Claudia
last_name: Haagen-Schützenhöfer
- first_name: Josef
full_name: Riese, Josef
id: '429'
last_name: Riese
orcid: 0000-0003-2927-2619
- first_name: David
full_name: Weiler, David
last_name: Weiler
citation:
ama: 'Schubatzky T, Burde J-P, Große-Heilmann RI, Haagen-Schützenhöfer C, Riese
J, Weiler D. Predicting the development of digital media PCK/TPACK: The role of
PCK, motivation to use digital media, interest in and previous experience with
digital media. Computers & Education. 2023;206. doi:10.1016/j.compedu.2023.104900'
apa: 'Schubatzky, T., Burde, J.-P., Große-Heilmann, R. I., Haagen-Schützenhöfer,
C., Riese, J., & Weiler, D. (2023). Predicting the development of digital
media PCK/TPACK: The role of PCK, motivation to use digital media, interest in
and previous experience with digital media. Computers & Education,
206, Article 104900. https://doi.org/10.1016/j.compedu.2023.104900'
bibtex: '@article{Schubatzky_Burde_Große-Heilmann_Haagen-Schützenhöfer_Riese_Weiler_2023,
title={Predicting the development of digital media PCK/TPACK: The role of PCK,
motivation to use digital media, interest in and previous experience with digital
media}, volume={206}, DOI={10.1016/j.compedu.2023.104900},
number={104900}, journal={Computers & Education}, publisher={Elsevier BV},
author={Schubatzky, Thomas and Burde, Jan-Philipp and Große-Heilmann, Rike Isabel
and Haagen-Schützenhöfer, Claudia and Riese, Josef and Weiler, David}, year={2023}
}'
chicago: 'Schubatzky, Thomas, Jan-Philipp Burde, Rike Isabel Große-Heilmann, Claudia
Haagen-Schützenhöfer, Josef Riese, and David Weiler. “Predicting the Development
of Digital Media PCK/TPACK: The Role of PCK, Motivation to Use Digital Media,
Interest in and Previous Experience with Digital Media.” Computers & Education
206 (2023). https://doi.org/10.1016/j.compedu.2023.104900.'
ieee: 'T. Schubatzky, J.-P. Burde, R. I. Große-Heilmann, C. Haagen-Schützenhöfer,
J. Riese, and D. Weiler, “Predicting the development of digital media PCK/TPACK:
The role of PCK, motivation to use digital media, interest in and previous experience
with digital media,” Computers & Education, vol. 206, Art. no. 104900,
2023, doi: 10.1016/j.compedu.2023.104900.'
mla: 'Schubatzky, Thomas, et al. “Predicting the Development of Digital Media PCK/TPACK:
The Role of PCK, Motivation to Use Digital Media, Interest in and Previous Experience
with Digital Media.” Computers & Education, vol. 206, 104900, Elsevier
BV, 2023, doi:10.1016/j.compedu.2023.104900.'
short: T. Schubatzky, J.-P. Burde, R.I. Große-Heilmann, C. Haagen-Schützenhöfer,
J. Riese, D. Weiler, Computers & Education 206 (2023).
date_created: 2023-09-15T12:57:53Z
date_updated: 2024-08-21T08:57:00Z
ddc:
- '370'
department:
- _id: '299'
doi: 10.1016/j.compedu.2023.104900
file:
- access_level: closed
content_type: application/pdf
creator: riejon
date_created: 2024-08-21T08:56:23Z
date_updated: 2024-08-21T08:56:23Z
file_id: '55665'
file_name: 1-s2.0-S036013152300177X-main.pdf
file_size: 4364880
relation: main_file
success: 1
file_date_updated: 2024-08-21T08:56:23Z
has_accepted_license: '1'
intvolume: ' 206'
keyword:
- Education
- General Computer Science
language:
- iso: eng
publication: Computers & Education
publication_identifier:
issn:
- 0360-1315
publication_status: published
publisher: Elsevier BV
status: public
title: 'Predicting the development of digital media PCK/TPACK: The role of PCK, motivation
to use digital media, interest in and previous experience with digital media'
type: journal_article
user_id: '429'
volume: 206
year: '2023'
...
---
_id: '49196'
author:
- first_name: Simone
full_name: Seitz, Simone
last_name: Seitz
- first_name: Uta
full_name: Häsel-Weide, Uta
id: '60267'
last_name: Häsel-Weide
- first_name: Yannik
full_name: Wilke, Yannik
last_name: Wilke
- first_name: Melina
full_name: Wallner, Melina
last_name: Wallner
citation:
ama: 'Seitz S, Häsel-Weide U, Wilke Y, Wallner M. Expertise and professionalism
for inclusive (mathematics) teaching and learning: reflections on findings from
interdisciplinary professionalisation research. Teachers and Teaching.
Published online 2023:1-16. doi:10.1080/13540602.2023.2284876'
apa: 'Seitz, S., Häsel-Weide, U., Wilke, Y., & Wallner, M. (2023). Expertise
and professionalism for inclusive (mathematics) teaching and learning: reflections
on findings from interdisciplinary professionalisation research. Teachers and
Teaching, 1–16. https://doi.org/10.1080/13540602.2023.2284876'
bibtex: '@article{Seitz_Häsel-Weide_Wilke_Wallner_2023, title={Expertise and professionalism
for inclusive (mathematics) teaching and learning: reflections on findings from
interdisciplinary professionalisation research}, DOI={10.1080/13540602.2023.2284876},
journal={Teachers and Teaching}, publisher={Informa UK Limited}, author={Seitz,
Simone and Häsel-Weide, Uta and Wilke, Yannik and Wallner, Melina}, year={2023},
pages={1–16} }'
chicago: 'Seitz, Simone, Uta Häsel-Weide, Yannik Wilke, and Melina Wallner. “Expertise
and Professionalism for Inclusive (Mathematics) Teaching and Learning: Reflections
on Findings from Interdisciplinary Professionalisation Research.” Teachers
and Teaching, 2023, 1–16. https://doi.org/10.1080/13540602.2023.2284876.'
ieee: 'S. Seitz, U. Häsel-Weide, Y. Wilke, and M. Wallner, “Expertise and professionalism
for inclusive (mathematics) teaching and learning: reflections on findings from
interdisciplinary professionalisation research,” Teachers and Teaching,
pp. 1–16, 2023, doi: 10.1080/13540602.2023.2284876.'
mla: 'Seitz, Simone, et al. “Expertise and Professionalism for Inclusive (Mathematics)
Teaching and Learning: Reflections on Findings from Interdisciplinary Professionalisation
Research.” Teachers and Teaching, Informa UK Limited, 2023, pp. 1–16, doi:10.1080/13540602.2023.2284876.'
short: S. Seitz, U. Häsel-Weide, Y. Wilke, M. Wallner, Teachers and Teaching (2023)
1–16.
date_created: 2023-11-24T16:10:51Z
date_updated: 2024-09-01T19:43:51Z
doi: 10.1080/13540602.2023.2284876
keyword:
- Arts and Humanities (miscellaneous)
- Education
language:
- iso: eng
page: 1-16
publication: Teachers and Teaching
publication_identifier:
issn:
- 1354-0602
- 1470-1278
publication_status: published
publisher: Informa UK Limited
status: public
title: 'Expertise and professionalism for inclusive (mathematics) teaching and learning:
reflections on findings from interdisciplinary professionalisation research'
type: journal_article
user_id: '45445'
year: '2023'
...
---
_id: '45484'
abstract:
- lang: eng
text: AbstractGraffiti is an urban phenomenon that
is increasingly attracting the interest of the sciences. To the best of our knowledge,
no suitable data corpora are available for systematic research until now. The
Information System Graffiti in Germany project (Ingrid) closes
this gap by dealing with graffiti image collections that have been made available
to the project for public use. Within Ingrid, the graffiti
images are collected, digitized and annotated. With this work, we aim to support
the rapid access to a comprehensive data source on Ingrid targeted
especially by researchers. In particular, we present IngridKG,
an RDF knowledge graph of annotated graffiti, abides by the Linked Data and FAIR
principles. We weekly update IngridKG by augmenting the new
annotated graffiti to our knowledge graph. Our generation pipeline applies RDF
data conversion, link discovery and data fusion approaches to the original data.
The current version of IngridKG contains 460,640,154 triples
and is linked to 3 other knowledge graphs by over 200,000 links. In our use case
studies, we demonstrate the usefulness of our knowledge graph for different applications.
article_number: '318'
author:
- first_name: Mohamed Ahmed
full_name: Sherif, Mohamed Ahmed
last_name: Sherif
- first_name: Ana Alexandra Morim
full_name: da Silva, Ana Alexandra Morim
last_name: da Silva
- first_name: Svetlana
full_name: Pestryakova, Svetlana
last_name: Pestryakova
- first_name: Abdullah Fathi
full_name: Ahmed, Abdullah Fathi
last_name: Ahmed
- first_name: Sven
full_name: Niemann, Sven
last_name: Niemann
- first_name: Axel-Cyrille Ngonga
full_name: Ngomo, Axel-Cyrille Ngonga
last_name: Ngomo
citation:
ama: 'Sherif MA, da Silva AAM, Pestryakova S, Ahmed AF, Niemann S, Ngomo A-CN. IngridKG:
A FAIR Knowledge Graph of Graffiti. Scientific Data. 2023;10(1). doi:10.1038/s41597-023-02199-8'
apa: 'Sherif, M. A., da Silva, A. A. M., Pestryakova, S., Ahmed, A. F., Niemann,
S., & Ngomo, A.-C. N. (2023). IngridKG: A FAIR Knowledge Graph of Graffiti.
Scientific Data, 10(1), Article 318. https://doi.org/10.1038/s41597-023-02199-8'
bibtex: '@article{Sherif_da Silva_Pestryakova_Ahmed_Niemann_Ngomo_2023, title={IngridKG:
A FAIR Knowledge Graph of Graffiti}, volume={10}, DOI={10.1038/s41597-023-02199-8},
number={1318}, journal={Scientific Data}, publisher={Springer Science and Business
Media LLC}, author={Sherif, Mohamed Ahmed and da Silva, Ana Alexandra Morim and
Pestryakova, Svetlana and Ahmed, Abdullah Fathi and Niemann, Sven and Ngomo, Axel-Cyrille
Ngonga}, year={2023} }'
chicago: 'Sherif, Mohamed Ahmed, Ana Alexandra Morim da Silva, Svetlana Pestryakova,
Abdullah Fathi Ahmed, Sven Niemann, and Axel-Cyrille Ngonga Ngomo. “IngridKG:
A FAIR Knowledge Graph of Graffiti.” Scientific Data 10, no. 1 (2023).
https://doi.org/10.1038/s41597-023-02199-8.'
ieee: 'M. A. Sherif, A. A. M. da Silva, S. Pestryakova, A. F. Ahmed, S. Niemann,
and A.-C. N. Ngomo, “IngridKG: A FAIR Knowledge Graph of Graffiti,” Scientific
Data, vol. 10, no. 1, Art. no. 318, 2023, doi: 10.1038/s41597-023-02199-8.'
mla: 'Sherif, Mohamed Ahmed, et al. “IngridKG: A FAIR Knowledge Graph of Graffiti.”
Scientific Data, vol. 10, no. 1, 318, Springer Science and Business Media
LLC, 2023, doi:10.1038/s41597-023-02199-8.'
short: M.A. Sherif, A.A.M. da Silva, S. Pestryakova, A.F. Ahmed, S. Niemann, A.-C.N.
Ngomo, Scientific Data 10 (2023).
date_created: 2023-06-06T09:12:39Z
date_updated: 2023-06-06T09:17:10Z
department:
- _id: '574'
- _id: '115'
doi: 10.1038/s41597-023-02199-8
intvolume: ' 10'
issue: '1'
keyword:
- Library and Information Sciences
- Statistics
- Probability and Uncertainty
- Computer Science Applications
- Education
- Information Systems
- Statistics and Probability
language:
- iso: eng
project:
- _id: '104'
grant_number: '289287267'
name: 'INGRID: INGRID: Informationssystem Graffiti in Deutschland'
publication: Scientific Data
publication_identifier:
issn:
- 2052-4463
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'IngridKG: A FAIR Knowledge Graph of Graffiti'
type: journal_article
user_id: '6593'
volume: 10
year: '2023'
...
---
_id: '46534'
abstract:
- lang: eng
text: We study the effect of education on health (hospital stays, number of diagnosed
conditions, self-rated poor health, and obesity) over the life-cycle in Germany,
using compulsory schooling reforms as a source of exogenous variation. Our results
suggest a positive correlation of health and education which increases over the
life-cycle. We do not, however, find any positive local average treatment effects
of an additional year of schooling on health or health care utilization for individuals
up to age 79. An exception is obesity, where positive effects of schooling start
to be visible around age 60 and become very large in age group 75-79. The results
in age group 75-79 need to be interpreted with caution, however, due to small
sample size and possible problems of attrition.
author:
- first_name: Hendrik
full_name: Schmitz, Hendrik
id: '48879'
last_name: Schmitz
- first_name: Beatrice Baaba
full_name: Tawiah, Beatrice Baaba
id: '70577'
last_name: Tawiah
citation:
ama: Schmitz H, Tawiah BB. Life-Cycle Health Effects of Compulsory Schooling.
Vol 1006. RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum,
TU Dortmund University, University of Duisburg-Essen; 2023.
apa: Schmitz, H., & Tawiah, B. B. (2023). Life-cycle health effects of compulsory
schooling (Vol. 1006). RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University
Bochum, TU Dortmund University, University of Duisburg-Essen.
bibtex: '@book{Schmitz_Tawiah_2023, series={ Ruhr Economic Papers}, title={Life-cycle
health effects of compulsory schooling}, volume={1006}, publisher={RWI - Leibniz-Institut
für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University
of Duisburg-Essen}, author={Schmitz, Hendrik and Tawiah, Beatrice Baaba}, year={2023},
collection={ Ruhr Economic Papers} }'
chicago: Schmitz, Hendrik, and Beatrice Baaba Tawiah. Life-Cycle Health Effects
of Compulsory Schooling. Vol. 1006. Ruhr Economic Papers. RWI - Leibniz-Institut
für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University
of Duisburg-Essen, 2023.
ieee: H. Schmitz and B. B. Tawiah, Life-cycle health effects of compulsory schooling,
vol. 1006. RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum,
TU Dortmund University, University of Duisburg-Essen, 2023.
mla: Schmitz, Hendrik, and Beatrice Baaba Tawiah. Life-Cycle Health Effects of
Compulsory Schooling. RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University
Bochum, TU Dortmund University, University of Duisburg-Essen, 2023.
short: H. Schmitz, B.B. Tawiah, Life-Cycle Health Effects of Compulsory Schooling,
RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund
University, University of Duisburg-Essen, 2023.
date_created: 2023-08-16T09:51:10Z
date_updated: 2023-08-20T17:51:42Z
department:
- _id: '281'
- _id: '475'
intvolume: ' 1006'
keyword:
- Education
- health
- life-cycle effects
- compulsory schooling
language:
- iso: eng
publisher: RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum,
TU Dortmund University, University of Duisburg-Essen
series_title: ' Ruhr Economic Papers'
status: public
title: Life-cycle health effects of compulsory schooling
type: working_paper
user_id: '53779'
volume: 1006
year: '2023'
...
---
_id: '46536'
abstract:
- lang: eng
text: We study the effect of education on vaccination against COVID-19 and influenza
in Germany and Europe. Our identification strategy makes use of changes in compulsory
schooling laws and allows to estimate local average treatment effects for individuals
between 59 and 91 years of age. We find no significant effect of an additional
year of schooling on vaccination status in Germany. Pooling data from Europe,
we conclude that schooling increases the likelihood to vaccinate against COVID
by an economically negligible effect of one percentage point (zero for influenza).
However, we find indications that additional schooling increases fear of side
effects from COVID vaccination.
author:
- first_name: Daniel
full_name: Monsees, Daniel
last_name: Monsees
- first_name: Hendrik
full_name: Schmitz, Hendrik
id: '48879'
last_name: Schmitz
citation:
ama: Monsees D, Schmitz H. The Effect of Compulsory Schooling on Vaccination
against COVID and Influenza. Vol 1011. RWI - Leibniz-Institut für Wirtschaftsforschung,
Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen;
2023.
apa: Monsees, D., & Schmitz, H. (2023). The effect of compulsory schooling
on vaccination against COVID and Influenza (Vol. 1011). RWI - Leibniz-Institut
für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University
of Duisburg-Essen.
bibtex: '@book{Monsees_Schmitz_2023, series={ Ruhr Economic Papers}, title={The
effect of compulsory schooling on vaccination against COVID and Influenza}, volume={1011},
publisher={RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum,
TU Dortmund University, University of Duisburg-Essen}, author={Monsees, Daniel
and Schmitz, Hendrik}, year={2023}, collection={ Ruhr Economic Papers} }'
chicago: Monsees, Daniel, and Hendrik Schmitz. The Effect of Compulsory Schooling
on Vaccination against COVID and Influenza. Vol. 1011. Ruhr Economic Papers.
RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund
University, University of Duisburg-Essen, 2023.
ieee: D. Monsees and H. Schmitz, The effect of compulsory schooling on vaccination
against COVID and Influenza, vol. 1011. RWI - Leibniz-Institut für Wirtschaftsforschung,
Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen,
2023.
mla: Monsees, Daniel, and Hendrik Schmitz. The Effect of Compulsory Schooling
on Vaccination against COVID and Influenza. RWI - Leibniz-Institut für Wirtschaftsforschung,
Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen,
2023.
short: D. Monsees, H. Schmitz, The Effect of Compulsory Schooling on Vaccination
against COVID and Influenza, RWI - Leibniz-Institut für Wirtschaftsforschung,
Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen,
2023.
date_created: 2023-08-16T09:56:03Z
date_updated: 2023-08-20T17:59:18Z
department:
- _id: '281'
- _id: '475'
intvolume: ' 1011'
keyword:
- COVID
- influenza
- vaccination
- education
- compulsory schooling
language:
- iso: eng
publisher: RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum,
TU Dortmund University, University of Duisburg-Essen
series_title: ' Ruhr Economic Papers'
status: public
title: The effect of compulsory schooling on vaccination against COVID and Influenza
type: working_paper
user_id: '53779'
volume: 1011
year: '2023'
...
---
_id: '47065'
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.
article_number: '7'
article_type: original
author:
- first_name: Chantal
full_name: Soyka, Chantal
id: '83964'
last_name: Soyka
orcid: https://orcid.org/0000-0002-4881-5378
- first_name: Meike
full_name: Ullrich, Meike
last_name: Ullrich
- first_name: Michael
full_name: Striewe, Michael
last_name: Striewe
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
citation:
ama: Soyka C, Ullrich M, Striewe M, Schaper N. Comparison of Required Competences
and Task Material in Modeling Education. Enterprise Modelling and Information
Systems Architectures. 2023;18. doi:10.18417/EMISA.18.7
apa: Soyka, C., Ullrich, M., Striewe, M., & Schaper, N. (2023). Comparison of
Required Competences and Task Material in Modeling Education. Enterprise Modelling
and Information Systems Architectures, 18, Article 7. https://doi.org/10.18417/EMISA.18.7
bibtex: '@article{Soyka_Ullrich_Striewe_Schaper_2023, title={Comparison of Required
Competences and Task Material in Modeling Education}, volume={18}, DOI={10.18417/EMISA.18.7},
number={7}, journal={Enterprise Modelling and Information Systems Architectures},
author={Soyka, Chantal and Ullrich, Meike and Striewe, Michael and Schaper, Niclas},
year={2023} }'
chicago: Soyka, Chantal, Meike Ullrich, Michael Striewe, and Niclas Schaper. “Comparison
of Required Competences and Task Material in Modeling Education.” Enterprise
Modelling and Information Systems Architectures 18 (2023). https://doi.org/10.18417/EMISA.18.7.
ieee: 'C. Soyka, M. Ullrich, M. Striewe, and N. Schaper, “Comparison of Required
Competences and Task Material in Modeling Education,” Enterprise Modelling
and Information Systems Architectures, vol. 18, Art. no. 7, 2023, doi: 10.18417/EMISA.18.7.'
mla: Soyka, Chantal, et al. “Comparison of Required Competences and Task Material
in Modeling Education.” Enterprise Modelling and Information Systems Architectures,
vol. 18, 7, 2023, doi:10.18417/EMISA.18.7.
short: C. Soyka, M. Ullrich, M. Striewe, N. Schaper, Enterprise Modelling and Information
Systems Architectures 18 (2023).
date_created: 2023-09-14T12:24:03Z
date_updated: 2023-09-14T12:33:22Z
ddc:
- '006'
- '000'
- '006'
department:
- _id: '423'
doi: 10.18417/EMISA.18.7
file:
- access_level: closed
content_type: application/pdf
creator: csoyka
date_created: 2023-09-14T12:29:05Z
date_updated: 2023-09-14T12:29:05Z
file_id: '47068'
file_name: emisaj_18_7.pdf
file_size: 632368
relation: main_file
success: 1
- access_level: closed
content_type: application/pdf
creator: csoyka
date_created: 2023-09-14T12:30:14Z
date_updated: 2023-09-14T12:30:14Z
file_id: '47069'
file_name: Supplementary material_Competence facets and task types.pdf
file_size: 229381
relation: main_file
success: 1
- access_level: closed
content_type: application/pdf
creator: csoyka
date_created: 2023-09-14T12:30:14Z
date_updated: 2023-09-14T12:30:14Z
file_id: '47070'
file_name: Supplementary material_Competence-oriented Task catalog.pdf
file_size: 348555
relation: main_file
success: 1
file_date_updated: 2023-09-14T12:30:14Z
has_accepted_license: '1'
intvolume: ' 18'
keyword:
- conceptual modeling
- higher education
- competence-oriented assessment
- task analysis
- graphical modeling
language:
- iso: eng
publication: Enterprise Modelling and Information Systems Architectures
publication_status: published
quality_controlled: '1'
status: public
title: Comparison of Required Competences and Task Material in Modeling Education
type: journal_article
user_id: '83964'
volume: 18
year: '2023'
...
---
_id: '49153'
author:
- first_name: Gamze
full_name: Görel, Gamze
id: '13345'
last_name: Görel
- 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: Görel G, Franzen K, Hellmich F. Primary school teachers’ perspectives on the
quality of inclusive education. Teachers and Teaching. Published online
2023:1-14. doi:10.1080/13540602.2023.2252347
apa: Görel, G., Franzen, K., & Hellmich, F. (2023). Primary school teachers’
perspectives on the quality of inclusive education. Teachers and Teaching,
1–14. https://doi.org/10.1080/13540602.2023.2252347
bibtex: '@article{Görel_Franzen_Hellmich_2023, title={Primary school teachers’ perspectives
on the quality of inclusive education}, DOI={10.1080/13540602.2023.2252347},
journal={Teachers and Teaching}, publisher={Informa UK Limited}, author={Görel,
Gamze and Franzen, Katja and Hellmich, Frank}, year={2023}, pages={1–14} }'
chicago: Görel, Gamze, Katja Franzen, and Frank Hellmich. “Primary School Teachers’
Perspectives on the Quality of Inclusive Education.” Teachers and Teaching,
2023, 1–14. https://doi.org/10.1080/13540602.2023.2252347.
ieee: 'G. Görel, K. Franzen, and F. Hellmich, “Primary school teachers’ perspectives
on the quality of inclusive education,” Teachers and Teaching, pp. 1–14,
2023, doi: 10.1080/13540602.2023.2252347.'
mla: Görel, Gamze, et al. “Primary School Teachers’ Perspectives on the Quality
of Inclusive Education.” Teachers and Teaching, Informa UK Limited, 2023,
pp. 1–14, doi:10.1080/13540602.2023.2252347.
short: G. Görel, K. Franzen, F. Hellmich, Teachers and Teaching (2023) 1–14.
date_created: 2023-11-23T10:38:19Z
date_updated: 2024-10-06T20:10:15Z
doi: 10.1080/13540602.2023.2252347
keyword:
- Arts and Humanities (miscellaneous)
- Education
language:
- iso: eng
page: 1-14
publication: Teachers and Teaching
publication_identifier:
issn:
- 1354-0602
- 1470-1278
publication_status: published
publisher: Informa UK Limited
status: public
title: Primary school teachers’ perspectives on the quality of inclusive education
type: journal_article
user_id: '57672'
year: '2023'
...
---
_id: '40607'
abstract:
- lang: eng
text: AbstractTeachers’ in-depth diagnostic thinking
has been shown to be crucial for student-centered teaching as they need to perceive
and interpret students’ understanding for well-informed decision-making on adaptive
teaching practices. The paper presents a content-related approach to analyzing
diagnostic thinking processes with respect to the mathematical knowledge elements
that prospective teachers identify as students’ resources and obstacles. Prospective
teachers’ challenge is that some relevant knowledge elements first have to be
unpacked, because compact concepts (such as the place value concept) or procedures
(such as for multi-digit multiplication) comprise several smaller knowledge elements
(such as the positional property) that have to be made explicit for students to
foster their learning processes adequately. Our study examines what knowledge
elements prospective teachers perceive and interpret in a transcript vignettes
on multi-digit multiplication (of decimal and natural numbers) and its underlying
basic arithmetic concepts (place value understanding and meaning of multiplication)
in written diagnostic judgments on students’ resources and obstacles (N = 196).
A comparative design within the vignette is used to investigate how far the process
of perceiving can be supported by thematic cues. The analysis reveals that those
knowledge elements cued in the vignette by being already unpacked and explicitly
addressed are perceived and interpreted more often (but with lower correctness)
than those that are uncued and therefore have to be unpacked by the prospective
teachers themselves. This confirms the need to prepare prospective teachers for
unpacking mathematical concepts themselves.
author:
- first_name: Jennifer
full_name: Dröse, Jennifer
last_name: Dröse
- first_name: Susanne
full_name: Prediger, Susanne
last_name: Prediger
citation:
ama: 'Dröse J, Prediger S. Prospective Teachers’ Diagnostic Thinking on Students’
Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking
of Knowledge Elements. Journal für Mathematik-Didaktik. Published online
2023. doi:10.1007/s13138-022-00214-w'
apa: 'Dröse, J., & Prediger, S. (2023). Prospective Teachers’ Diagnostic Thinking
on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis
on Unpacking of Knowledge Elements. Journal Für Mathematik-Didaktik. https://doi.org/10.1007/s13138-022-00214-w'
bibtex: '@article{Dröse_Prediger_2023, title={Prospective Teachers’ Diagnostic Thinking
on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis
on Unpacking of Knowledge Elements}, DOI={10.1007/s13138-022-00214-w},
journal={Journal für Mathematik-Didaktik}, publisher={Springer Science and Business
Media LLC}, author={Dröse, Jennifer and Prediger, Susanne}, year={2023} }'
chicago: 'Dröse, Jennifer, and Susanne Prediger. “Prospective Teachers’ Diagnostic
Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related
Analysis on Unpacking of Knowledge Elements.” Journal Für Mathematik-Didaktik,
2023. https://doi.org/10.1007/s13138-022-00214-w.'
ieee: 'J. Dröse and S. Prediger, “Prospective Teachers’ Diagnostic Thinking on Students’
Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking
of Knowledge Elements,” Journal für Mathematik-Didaktik, 2023, doi: 10.1007/s13138-022-00214-w.'
mla: 'Dröse, Jennifer, and Susanne Prediger. “Prospective Teachers’ Diagnostic Thinking
on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis
on Unpacking of Knowledge Elements.” Journal Für Mathematik-Didaktik, Springer
Science and Business Media LLC, 2023, doi:10.1007/s13138-022-00214-w.'
short: J. Dröse, S. Prediger, Journal Für Mathematik-Didaktik (2023).
date_created: 2023-01-27T18:47:24Z
date_updated: 2025-01-15T08:36:09Z
department:
- _id: '98'
doi: 10.1007/s13138-022-00214-w
keyword:
- Education
- General Mathematics
language:
- iso: eng
publication: Journal für Mathematik-Didaktik
publication_identifier:
issn:
- 0173-5322
- 1869-2699
publication_status: published
publisher: Springer Science and Business Media LLC
quality_controlled: '1'
status: public
title: 'Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit
Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements'
type: journal_article
user_id: '85820'
year: '2023'
...
---
_id: '46155'
article_number: '104270'
author:
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
- first_name: Maike
full_name: Hagena, Maike
last_name: Hagena
- first_name: Hedwig
full_name: Gasteiger, Hedwig
last_name: Gasteiger
citation:
ama: 'Bruns J, Hagena M, Gasteiger H. Professional Development Enacted by Facilitators
in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?
Teaching and Teacher Education. 2023;132. doi:10.1016/j.tate.2023.104270'
apa: 'Bruns, J., Hagena, M., & Gasteiger, H. (2023). Professional Development
Enacted by Facilitators in the Context of Early Mathematics Education: Scaling
up or Dilution of Effects? Teaching and Teacher Education, 132,
Article 104270. https://doi.org/10.1016/j.tate.2023.104270'
bibtex: '@article{Bruns_Hagena_Gasteiger_2023, title={Professional Development Enacted
by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution
of Effects?}, volume={132}, DOI={10.1016/j.tate.2023.104270},
number={104270}, journal={Teaching and Teacher Education}, publisher={Elsevier
BV}, author={Bruns, Julia and Hagena, Maike and Gasteiger, Hedwig}, year={2023}
}'
chicago: 'Bruns, Julia, Maike Hagena, and Hedwig Gasteiger. “Professional Development
Enacted by Facilitators in the Context of Early Mathematics Education: Scaling
up or Dilution of Effects?” Teaching and Teacher Education 132 (2023).
https://doi.org/10.1016/j.tate.2023.104270.'
ieee: 'J. Bruns, M. Hagena, and H. Gasteiger, “Professional Development Enacted
by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution
of Effects?,” Teaching and Teacher Education, vol. 132, Art. no. 104270,
2023, doi: 10.1016/j.tate.2023.104270.'
mla: 'Bruns, Julia, et al. “Professional Development Enacted by Facilitators in
the Context of Early Mathematics Education: Scaling up or Dilution of Effects?”
Teaching and Teacher Education, vol. 132, 104270, Elsevier BV, 2023, doi:10.1016/j.tate.2023.104270.'
short: J. Bruns, M. Hagena, H. Gasteiger, Teaching and Teacher Education 132 (2023).
date_created: 2023-07-26T08:55:26Z
date_updated: 2025-06-02T12:59:11Z
department:
- _id: '611'
doi: 10.1016/j.tate.2023.104270
intvolume: ' 132'
keyword:
- Education
language:
- iso: eng
publication: Teaching and Teacher Education
publication_identifier:
issn:
- 0742-051X
publication_status: published
publisher: Elsevier BV
status: public
title: 'Professional Development Enacted by Facilitators in the Context of Early Mathematics
Education: Scaling up or Dilution of Effects?'
type: journal_article
user_id: '72183'
volume: 132
year: '2023'
...
---
_id: '47151'
abstract:
- lang: eng
text: When it comes to mastering the digital world, the education system
is more and more facing the task of making students competent and self-determined
agents when interacting with digital artefacts. This task often falls to computing
education. In the traditional fields of computing education, a plethora of models,
guidelines, and principles exist, which help scholars and teachers identify what
the relevant aspects are and which of them one should cover in the classroom.
When it comes to explaining the world of digital artefacts, however, there is
hardly any such guiding model. The ARIadne model introduced in this paper provides
a means of explanation and exploration of digital artefacts which help teachers
and students to do a subject analysis of digital artefacts by scrutinizing them
from several perspectives. Instead of artificially separating aspects which target
the same phenomena within different areas of education (like computing, ICT or
media education), the model integrates technological aspects of digital artefacts
and the relevant societal discourses of their usage, their impacts and the reasons
behind their development into a coherent explanation model.
author:
- first_name: Felix
full_name: Winkelnkemper, Felix
id: '3117'
last_name: Winkelnkemper
- first_name: Lukas
full_name: Höper, Lukas
id: '58041'
last_name: Höper
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
citation:
ama: Winkelnkemper F, Höper L, Schulte C. ARIadne – An Explanation Model for Digital
Artefacts. Informatics in Education. Published online 2023. doi:10.15388/infedu.2024.09
apa: Winkelnkemper, F., Höper, L., & Schulte, C. (2023). ARIadne – An Explanation
Model for Digital Artefacts. Informatics in Education. https://doi.org/10.15388/infedu.2024.09
bibtex: '@article{Winkelnkemper_Höper_Schulte_2023, title={ARIadne – An Explanation
Model for Digital Artefacts}, DOI={10.15388/infedu.2024.09},
journal={Informatics in Education}, publisher={Vilnius University Press}, author={Winkelnkemper,
Felix and Höper, Lukas and Schulte, Carsten}, year={2023} }'
chicago: Winkelnkemper, Felix, Lukas Höper, and Carsten Schulte. “ARIadne – An Explanation
Model for Digital Artefacts.” Informatics in Education, 2023. https://doi.org/10.15388/infedu.2024.09.
ieee: 'F. Winkelnkemper, L. Höper, and C. Schulte, “ARIadne – An Explanation Model
for Digital Artefacts,” Informatics in Education, 2023, doi: 10.15388/infedu.2024.09.'
mla: Winkelnkemper, Felix, et al. “ARIadne – An Explanation Model for Digital Artefacts.”
Informatics in Education, Vilnius University Press, 2023, doi:10.15388/infedu.2024.09.
short: F. Winkelnkemper, L. Höper, C. Schulte, Informatics in Education (2023).
date_created: 2023-09-21T11:24:41Z
date_updated: 2024-11-19T07:26:12Z
ddc:
- '000'
- '370'
department:
- _id: '67'
doi: 10.15388/infedu.2024.09
file:
- access_level: closed
content_type: application/pdf
creator: hoeper
date_created: 2024-11-19T07:25:56Z
date_updated: 2024-11-19T07:25:56Z
file_id: '57215'
file_name: infedu.2024.15.pdf
file_size: 1034363
relation: main_file
success: 1
file_date_updated: 2024-11-19T07:25:56Z
has_accepted_license: '1'
keyword:
- Computer Science Applications
- Communication
- Education
- General Engineering
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://infedu.vu.lt/journal/INFEDU/article/772/info
oa: '1'
publication: Informatics in Education
publication_identifier:
issn:
- 1648-5831
- 2335-8971
publication_status: published
publisher: Vilnius University Press
quality_controlled: '1'
status: public
title: ARIadne – An Explanation Model for Digital Artefacts
type: journal_article
user_id: '58041'
year: '2023'
...
---
_id: '48689'
article_number: '2'
author:
- first_name: Constanze
full_name: Niederhaus, Constanze
last_name: Niederhaus
- first_name: Matthias
full_name: Prikoszovits, Matthias
last_name: Prikoszovits
citation:
ama: 'Niederhaus C, Prikoszovits M. DaF und DaZ im Kontext Deutsch für den Beruf:
Schnittstellen und Divergenzen. Deutsch als Fremdsprache. 2023;(2). doi:10.37307/j.2198-2430.2023.02.02'
apa: 'Niederhaus, C., & Prikoszovits, M. (2023). DaF und DaZ im Kontext Deutsch
für den Beruf: Schnittstellen und Divergenzen. Deutsch als Fremdsprache,
2, Article 2. https://doi.org/10.37307/j.2198-2430.2023.02.02'
bibtex: '@article{Niederhaus_Prikoszovits_2023, title={DaF und DaZ im Kontext Deutsch
für den Beruf: Schnittstellen und Divergenzen}, DOI={10.37307/j.2198-2430.2023.02.02},
number={22}, journal={Deutsch als Fremdsprache}, publisher={Erich Schmidt Verlag
GmbH & Co. KG}, author={Niederhaus, Constanze and Prikoszovits, Matthias},
year={2023} }'
chicago: 'Niederhaus, Constanze, and Matthias Prikoszovits. “DaF und DaZ im Kontext
Deutsch für den Beruf: Schnittstellen und Divergenzen.” Deutsch als Fremdsprache,
no. 2 (2023). https://doi.org/10.37307/j.2198-2430.2023.02.02.'
ieee: 'C. Niederhaus and M. Prikoszovits, “DaF und DaZ im Kontext Deutsch für den
Beruf: Schnittstellen und Divergenzen,” Deutsch als Fremdsprache, no. 2,
Art. no. 2, 2023, doi: 10.37307/j.2198-2430.2023.02.02.'
mla: 'Niederhaus, Constanze, and Matthias Prikoszovits. “DaF und DaZ im Kontext
Deutsch für den Beruf: Schnittstellen und Divergenzen.” Deutsch als Fremdsprache,
no. 2, 2, Erich Schmidt Verlag GmbH & Co. KG, 2023, doi:10.37307/j.2198-2430.2023.02.02.'
short: C. Niederhaus, M. Prikoszovits, Deutsch als Fremdsprache (2023).
date_created: 2023-11-08T14:08:52Z
date_updated: 2024-12-21T15:39:30Z
doi: 10.37307/j.2198-2430.2023.02.02
issue: '2'
keyword:
- Computer Science Applications
- History
- Education
language:
- iso: ger
publication: Deutsch als Fremdsprache
publication_identifier:
issn:
- 2198-2430
publication_status: published
publisher: Erich Schmidt Verlag GmbH & Co. KG
status: public
title: 'DaF und DaZ im Kontext Deutsch für den Beruf: Schnittstellen und Divergenzen'
type: journal_article
user_id: '54999'
year: '2023'
...
---
_id: '50613'
author:
- first_name: S.
full_name: Hassani, S.
last_name: Hassani
- first_name: K.
full_name: Jakob, K.
last_name: Jakob
- first_name: S.
full_name: Schwab, S.
last_name: Schwab
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
- first_name: Marwin Felix
full_name: Löper, Marwin Felix
id: '26693'
last_name: Löper
- first_name: Gamze
full_name: Görel, Gamze
id: '13345'
last_name: Görel
citation:
ama: Hassani S, Jakob K, Schwab S, Hellmich F, Löper MF, Görel G. Fostering students’
peer relationships through the classroom-based intervention FRIEND-SHIP. Education
3-13. International Journal of Primary, Elementary and Early Years Education.
2023;53(8):1339-1354. doi:10.1080/03004279.2023.2267584
apa: Hassani, S., Jakob, K., Schwab, S., Hellmich, F., Löper, M. F., & Görel,
G. (2023). Fostering students’ peer relationships through the classroom-based
intervention FRIEND-SHIP. Education 3-13. International Journal of Primary,
Elementary and Early Years Education., 53(8), 1339–1354. https://doi.org/10.1080/03004279.2023.2267584
bibtex: '@article{Hassani_Jakob_Schwab_Hellmich_Löper_Görel_2023, title={Fostering
students’ peer relationships through the classroom-based intervention FRIEND-SHIP.
Education 3-13}, volume={53}, DOI={10.1080/03004279.2023.2267584},
number={8}, journal={International Journal of Primary, Elementary and Early Years
Education.}, publisher={Informa UK Limited}, author={Hassani, S. and Jakob, K.
and Schwab, S. and Hellmich, Frank and Löper, Marwin Felix and Görel, Gamze},
year={2023}, pages={1339–1354} }'
chicago: 'Hassani, S., K. Jakob, S. Schwab, Frank Hellmich, Marwin Felix Löper,
and Gamze Görel. “Fostering Students’ Peer Relationships through the Classroom-Based
Intervention FRIEND-SHIP. Education 3-13.” International Journal of Primary,
Elementary and Early Years Education. 53, no. 8 (2023): 1339–54. https://doi.org/10.1080/03004279.2023.2267584.'
ieee: 'S. Hassani, K. Jakob, S. Schwab, F. Hellmich, M. F. Löper, and G. Görel,
“Fostering students’ peer relationships through the classroom-based intervention
FRIEND-SHIP. Education 3-13,” International Journal of Primary, Elementary
and Early Years Education., vol. 53, no. 8, pp. 1339–1354, 2023, doi: 10.1080/03004279.2023.2267584.'
mla: Hassani, S., et al. “Fostering Students’ Peer Relationships through the Classroom-Based
Intervention FRIEND-SHIP. Education 3-13.” International Journal of Primary,
Elementary and Early Years Education., vol. 53, no. 8, Informa UK Limited,
2023, pp. 1339–54, doi:10.1080/03004279.2023.2267584.
short: S. Hassani, K. Jakob, S. Schwab, F. Hellmich, M.F. Löper, G. Görel, International
Journal of Primary, Elementary and Early Years Education. 53 (2023) 1339–1354.
date_created: 2024-01-18T16:05:04Z
date_updated: 2025-10-30T07:18:46Z
department:
- _id: '460'
doi: 10.1080/03004279.2023.2267584
intvolume: ' 53'
issue: '8'
keyword:
- Life-span and Life-course Studies
- Education
language:
- iso: eng
page: 1339-1354
publication: International Journal of Primary, Elementary and Early Years Education.
publication_identifier:
issn:
- 0300-4279
- 1475-7575
publication_status: published
publisher: Informa UK Limited
status: public
title: Fostering students’ peer relationships through the classroom-based intervention
FRIEND-SHIP. Education 3-13
type: journal_article
user_id: '57672'
volume: 53
year: '2023'
...
---
_id: '45562'
abstract:
- lang: eng
text: 'AbstractBased on a literature review of
studies on teachers’ professional competence and related assessment tools, this
paper introduces a model of teacher education assessment. It is influenced by
Miller’s (1990) framework of assessment in medical education and includes, among
other aspects, performance assessments. This model is used to understand the potential
effects of transferring assessment tools into a digital format with assessment
feedback. Five examples for such a transfer will be discussed: three methods for
various aspects of communication, a test for pedagogical content knowledge, and
a test for content knowledge. All five are established instruments well-described
in terms of validity. All five have recently been transferred into a digital format.
The analysis of this transfer also reveals a potentially harmful effect of digital
assessment. The closer an assessment instrument is to assessing action-related
parts of professional competence, the more authenticity is required; however,
digitisation tends to decrease this authenticity. This suggests that an increasing
number of digital assessment tools in teacher education might result in an even
more dominant focus on knowledge tests, ignoring other parts of professional competence.
This article highlights the role of authenticity in validity and discusses the
most suitable assessment format to address various parts of professional competence.
It ends by highlighting the lessons learned from the transfer of assessment instruments
into a digital format that other academic disciplines might find interesting.'
author:
- first_name: Christoph
full_name: Kulgemeyer, Christoph
id: '84533'
last_name: Kulgemeyer
- first_name: Josef
full_name: Riese, Josef
id: '429'
last_name: Riese
orcid: 0000-0003-2927-2619
- first_name: Christoph
full_name: Vogelsang, Christoph
id: '4245'
last_name: Vogelsang
orcid: 0000-0002-5804-1855
- first_name: David
full_name: Buschhüter, David
last_name: Buschhüter
- first_name: Andreas
full_name: Borowski, Andreas
last_name: Borowski
- first_name: Anna
full_name: Weißbach, Anna
last_name: Weißbach
- first_name: Melanie
full_name: Jordans, Melanie
id: '99324'
last_name: Jordans
- first_name: Peter
full_name: Reinhold, Peter
id: '416'
last_name: Reinhold
- first_name: Horst
full_name: Schecker, Horst
last_name: Schecker
citation:
ama: 'Kulgemeyer C, Riese J, Vogelsang C, et al. How authenticity impacts validity:
Developing a model of teacher education assessment and exploring the effects of
the digitisation of assessment methods Über Validität und Authentizität: Effekte
des Transfers von Testinstrumenten in ein digitales Format auf die erhobenen Aspekte
der professionellen Handlungskompetenz. Zeitschrift für Erziehungswissenschaft.
Published online 2023. doi:10.1007/s11618-023-01154-y'
apa: 'Kulgemeyer, C., Riese, J., Vogelsang, C., Buschhüter, D., Borowski, A., Weißbach,
A., Jordans, M., Reinhold, P., & Schecker, H. (2023). How authenticity impacts
validity: Developing a model of teacher education assessment and exploring the
effects of the digitisation of assessment methods Über Validität und Authentizität:
Effekte des Transfers von Testinstrumenten in ein digitales Format auf die erhobenen
Aspekte der professionellen Handlungskompetenz. Zeitschrift Für Erziehungswissenschaft.
https://doi.org/10.1007/s11618-023-01154-y'
bibtex: '@article{Kulgemeyer_Riese_Vogelsang_Buschhüter_Borowski_Weißbach_Jordans_Reinhold_Schecker_2023,
title={How authenticity impacts validity: Developing a model of teacher education
assessment and exploring the effects of the digitisation of assessment methods
Über Validität und Authentizität: Effekte des Transfers von Testinstrumenten in
ein digitales Format auf die erhobenen Aspekte der professionellen Handlungskompetenz},
DOI={10.1007/s11618-023-01154-y},
journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer Science
and Business Media LLC}, author={Kulgemeyer, Christoph and Riese, Josef and Vogelsang,
Christoph and Buschhüter, David and Borowski, Andreas and Weißbach, Anna and Jordans,
Melanie and Reinhold, Peter and Schecker, Horst}, year={2023} }'
chicago: 'Kulgemeyer, Christoph, Josef Riese, Christoph Vogelsang, David Buschhüter,
Andreas Borowski, Anna Weißbach, Melanie Jordans, Peter Reinhold, and Horst Schecker.
“How Authenticity Impacts Validity: Developing a Model of Teacher Education Assessment
and Exploring the Effects of the Digitisation of Assessment Methods Über Validität
Und Authentizität: Effekte Des Transfers von Testinstrumenten in Ein Digitales
Format Auf Die Erhobenen Aspekte Der Professionellen Handlungskompetenz.” Zeitschrift
Für Erziehungswissenschaft, 2023. https://doi.org/10.1007/s11618-023-01154-y.'
ieee: 'C. Kulgemeyer et al., “How authenticity impacts validity: Developing
a model of teacher education assessment and exploring the effects of the digitisation
of assessment methods Über Validität und Authentizität: Effekte des Transfers
von Testinstrumenten in ein digitales Format auf die erhobenen Aspekte der professionellen
Handlungskompetenz,” Zeitschrift für Erziehungswissenschaft, 2023, doi:
10.1007/s11618-023-01154-y.'
mla: 'Kulgemeyer, Christoph, et al. “How Authenticity Impacts Validity: Developing
a Model of Teacher Education Assessment and Exploring the Effects of the Digitisation
of Assessment Methods Über Validität Und Authentizität: Effekte Des Transfers
von Testinstrumenten in Ein Digitales Format Auf Die Erhobenen Aspekte Der Professionellen
Handlungskompetenz.” Zeitschrift Für Erziehungswissenschaft, Springer Science
and Business Media LLC, 2023, doi:10.1007/s11618-023-01154-y.'
short: C. Kulgemeyer, J. Riese, C. Vogelsang, D. Buschhüter, A. Borowski, A. Weißbach,
M. Jordans, P. Reinhold, H. Schecker, Zeitschrift Für Erziehungswissenschaft (2023).
date_created: 2023-06-10T12:23:06Z
date_updated: 2025-12-03T09:01:17Z
department:
- _id: '299'
- _id: '33'
doi: 10.1007/s11618-023-01154-y
keyword:
- Education
language:
- iso: eng
publication: Zeitschrift für Erziehungswissenschaft
publication_identifier:
issn:
- 1434-663X
- 1862-5215
publication_status: published
publisher: Springer Science and Business Media LLC
quality_controlled: '1'
status: public
title: 'How authenticity impacts validity: Developing a model of teacher education
assessment and exploring the effects of the digitisation of assessment methods Über
Validität und Authentizität: Effekte des Transfers von Testinstrumenten in ein digitales
Format auf die erhobenen Aspekte der professionellen Handlungskompetenz'
type: journal_article
user_id: '4245'
year: '2023'
...
---
_id: '37613'
abstract:
- lang: eng
text: Chemical phenomena are only observable on a macroscopic level, whereas
they are explained by entities on a non-visible level. Students often demonstrate
limited ability to link these different levels. Augmented reality (AR) offers
the possibility to increase contiguity by embedding virtual models into hands-on
experiments. Therefore, this paper presents a pre- and post-test study investigating
how learning and cognitive load are influenced by AR during hands-on experiments.
Three comparison groups (AR, animation and filmstrip), with a total of N = 104
German secondary school students, conducted and explained two hands-on experiments.
Whereas the AR group was allowed to use an AR app showing virtual models of the
processes on the submicroscopic level during the experiments, the two other groups
were provided with the same dynamic or static models after experimenting. Results
indicate no significant learning gain for the AR group in contrast to the two
other groups. The perceived intrinsic cognitive load was higher for the AR group
in both experiments as well as the extraneous load in the second experiment. It
can be concluded that AR could not unleash its theoretically derived potential
in the present study.
article_number: '9'
author:
- first_name: Hendrik
full_name: Peeters, Hendrik
id: '49942'
last_name: Peeters
orcid: https://orcid.org/ 0000-0002-7143-3781
- first_name: Sebastian
full_name: Habig, Sebastian
last_name: Habig
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
citation:
ama: Peeters H, Habig S, Fechner S. Does augmented reality help to understand chemical
phenomena during hands-on experiments?–Implications for cognitive load and learning.
Multimodal Technologies and Interaction. 2023;7(2). doi:10.3390/mti7020009
apa: Peeters, H., Habig, S., & Fechner, S. (2023). Does augmented reality help
to understand chemical phenomena during hands-on experiments?–Implications for
cognitive load and learning. Multimodal Technologies and Interaction, 7(2),
Article 9. https://doi.org/10.3390/mti7020009
bibtex: '@article{Peeters_Habig_Fechner_2023, title={Does augmented reality help
to understand chemical phenomena during hands-on experiments?–Implications for
cognitive load and learning}, volume={7}, DOI={10.3390/mti7020009},
number={29}, journal={Multimodal Technologies and Interaction}, publisher={MDPI
AG}, author={Peeters, Hendrik and Habig, Sebastian and Fechner, Sabine}, year={2023}
}'
chicago: Peeters, Hendrik, Sebastian Habig, and Sabine Fechner. “Does Augmented
Reality Help to Understand Chemical Phenomena during Hands-on Experiments?–Implications
for Cognitive Load and Learning.” Multimodal Technologies and Interaction
7, no. 2 (2023). https://doi.org/10.3390/mti7020009.
ieee: 'H. Peeters, S. Habig, and S. Fechner, “Does augmented reality help to understand
chemical phenomena during hands-on experiments?–Implications for cognitive load
and learning,” Multimodal Technologies and Interaction, vol. 7, no. 2,
Art. no. 9, 2023, doi: 10.3390/mti7020009.'
mla: Peeters, Hendrik, et al. “Does Augmented Reality Help to Understand Chemical
Phenomena during Hands-on Experiments?–Implications for Cognitive Load and Learning.”
Multimodal Technologies and Interaction, vol. 7, no. 2, 9, MDPI AG, 2023,
doi:10.3390/mti7020009.
short: H. Peeters, S. Habig, S. Fechner, Multimodal Technologies and Interaction
7 (2023).
date_created: 2023-01-19T15:02:21Z
date_updated: 2025-12-11T13:36:33Z
department:
- _id: '386'
- _id: '33'
doi: 10.3390/mti7020009
intvolume: ' 7'
issue: '2'
keyword:
- augmented reality
- chemistry education
- models
- experiment
- cognitive load
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.mdpi.com/2414-4088/7/2/9
oa: '1'
publication: Multimodal Technologies and Interaction
publication_identifier:
issn:
- 2414-4088
publication_status: published
publisher: MDPI AG
quality_controlled: '1'
status: public
title: Does augmented reality help to understand chemical phenomena during hands-on
experiments?–Implications for cognitive load and learning
type: journal_article
user_id: '54823'
volume: 7
year: '2023'
...
---
_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: '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: '32335'
abstract:
- lang: eng
text: Aspects of data science surround us in many contexts, for example regarding
climate change, air pollution, and other environmental issues. To open the “data-science-black-box”
for lower secondary school students we developed a data science project focussing
on the analysis of self-collected environmental data. We embed this project in
computer science education, which enables us to use a new knowledge-based programming
approach for the data analysis within Jupyter Notebooks and the programming language
Python. In this paper, we evaluate the second cycle of this project which took
place in a ninth-grade computer science class. In particular, we present how the
students coped with the professional tool of Jupyter Notebooks for doing statistical
investigations and which insights they gained.
article_number: '6'
author:
- first_name: SUSANNE
full_name: PODWORNY, SUSANNE
last_name: PODWORNY
- first_name: Sven
full_name: Hüsing, Sven
id: '58465'
last_name: Hüsing
- first_name: CARSTEN
full_name: SCHULTE, CARSTEN
last_name: SCHULTE
citation:
ama: 'PODWORNY S, Hüsing S, SCHULTE C. A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL:
BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING. STATISTICS EDUCATION RESEARCH
JOURNAL. 2022;21(2). doi:10.52041/serj.v21i2.46'
apa: 'PODWORNY, S., Hüsing, S., & SCHULTE, C. (2022). A PLACE FOR A DATA SCIENCE
PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING. STATISTICS
EDUCATION RESEARCH JOURNAL, 21(2), Article 6. https://doi.org/10.52041/serj.v21i2.46'
bibtex: '@article{PODWORNY_Hüsing_SCHULTE_2022, title={A PLACE FOR A DATA SCIENCE
PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING}, volume={21},
DOI={10.52041/serj.v21i2.46},
number={26}, journal={STATISTICS EDUCATION RESEARCH JOURNAL}, publisher={International
Association for Statistical Education}, author={PODWORNY, SUSANNE and Hüsing,
Sven and SCHULTE, CARSTEN}, year={2022} }'
chicago: 'PODWORNY, SUSANNE, Sven Hüsing, and CARSTEN SCHULTE. “A PLACE FOR A DATA
SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING.” STATISTICS
EDUCATION RESEARCH JOURNAL 21, no. 2 (2022). https://doi.org/10.52041/serj.v21i2.46.'
ieee: 'S. PODWORNY, S. Hüsing, and C. SCHULTE, “A PLACE FOR A DATA SCIENCE PROJECT
IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING,” STATISTICS EDUCATION
RESEARCH JOURNAL, vol. 21, no. 2, Art. no. 6, 2022, doi: 10.52041/serj.v21i2.46.'
mla: 'PODWORNY, SUSANNE, et al. “A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN
STATISTICS AND EPISTEMIC PROGRAMMING.” STATISTICS EDUCATION RESEARCH JOURNAL,
vol. 21, no. 2, 6, International Association for Statistical Education, 2022,
doi:10.52041/serj.v21i2.46.'
short: S. PODWORNY, S. Hüsing, C. SCHULTE, STATISTICS EDUCATION RESEARCH JOURNAL
21 (2022).
date_created: 2022-07-08T12:06:48Z
date_updated: 2022-07-08T12:07:46Z
department:
- _id: '67'
doi: 10.52041/serj.v21i2.46
intvolume: ' 21'
issue: '2'
keyword:
- Education
- Statistics and Probability
language:
- iso: eng
publication: STATISTICS EDUCATION RESEARCH JOURNAL
publication_identifier:
issn:
- 1570-1824
publication_status: published
publisher: International Association for Statistical Education
status: public
title: 'A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC
PROGRAMMING'
type: journal_article
user_id: '58465'
volume: 21
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: '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'
...