[{"title":"Which categories do prospective teachers apply when selecting tasks for the scalar product?","date_created":"2025-08-26T08:35:10Z","year":"2025","quality_controlled":"1","ddc":["510"],"keyword":["Teacher expertise","noticing","analytical vectorial geometry"],"language":[{"iso":"eng"}],"abstract":[{"lang":"eng","text":"Selecting tasks is a typical job in everyday teaching that requires teachers to have content-specific expertise, including categories to think about and perceive conceptual understanding. This contribution investigates the activation of prospective teachers’ categories when solving tasks on the scalar product and evaluating their relevance for teaching in upper secondary school. To further investigate, whether input on content-related aspects could be helpful to promote a professional justification for the selection of tasks, two groups with and without input are to be differentiated. Different ways of dealing with underlying concept elements and evaluating the relevance of tasks are discussed by examples."}],"file":[{"content_type":"application/pdf","relation":"main_file","success":1,"creator":"herrmann","date_created":"2025-08-26T08:32:39Z","date_updated":"2025-08-26T08:32:39Z","file_name":"RR_Herrmann.pdf","access_level":"closed","file_id":"61018","file_size":408502}],"publication":"Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education","main_file_link":[{"url":"https://www.igpme.org/wp-content/uploads/2025/07/PME48_ResearchReports_E-ISSN_2790-3648.zip"}],"conference":{"location":"Santiago de Chile","end_date":"2025-08-02","start_date":"2025-07-28","name":"48th PME Conference"},"date_updated":"2026-02-16T07:54:31Z","author":[{"first_name":"Janine","full_name":"Herrmann, Janine","id":"64060","last_name":"Herrmann"}],"volume":1,"citation":{"apa":"Herrmann, J. (2025). Which categories do prospective teachers apply when selecting tasks for the scalar product? In C. Cornejo, P. Felmer, D. M. Gómez, P. Dartnell, P. Araya, A. Peri, &#38; V. Randolph (Eds.), <i>Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education</i> (Vol. 1).","short":"J. Herrmann, in: C. Cornejo, P. Felmer, D.M. Gómez, P. Dartnell, P. Araya, A. Peri, V. Randolph (Eds.), Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education, 2025.","mla":"Herrmann, Janine. “Which Categories Do Prospective Teachers Apply When Selecting Tasks for the Scalar Product?” <i>Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education</i>, edited by Claudia Cornejo et al., vol. 1, 2025.","bibtex":"@inproceedings{Herrmann_2025, title={Which categories do prospective teachers apply when selecting tasks for the scalar product?}, volume={1}, booktitle={Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education}, author={Herrmann, Janine}, editor={Cornejo, Claudia and Felmer, Patricio and Gómez, David M. and Dartnell, Pablo and Araya, Paulina and Peri, Armando and Randolph, Valeria }, year={2025} }","ama":"Herrmann J. Which categories do prospective teachers apply when selecting tasks for the scalar product? In: Cornejo C, Felmer P, Gómez DM, et al., eds. <i>Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education</i>. Vol 1. ; 2025.","chicago":"Herrmann, Janine. “Which Categories Do Prospective Teachers Apply When Selecting Tasks for the Scalar Product?” In <i>Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education</i>, edited by Claudia Cornejo, Patricio Felmer, David M. Gómez, Pablo Dartnell, Paulina Araya, Armando Peri, and Valeria  Randolph, Vol. 1, 2025.","ieee":"J. Herrmann, “Which categories do prospective teachers apply when selecting tasks for the scalar product?,” in <i>Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education</i>, Santiago de Chile, 2025, vol. 1."},"intvolume":"         1","publication_identifier":{"unknown":["2790-3648"]},"has_accepted_license":"1","file_date_updated":"2025-08-26T08:32:39Z","_id":"61017","user_id":"64060","editor":[{"first_name":"Claudia","full_name":"Cornejo, Claudia","last_name":"Cornejo"},{"first_name":"Patricio","last_name":"Felmer","full_name":"Felmer, Patricio"},{"last_name":"Gómez","full_name":"Gómez, David M.","first_name":"David M."},{"first_name":"Pablo","full_name":"Dartnell, Pablo","last_name":"Dartnell"},{"last_name":"Araya","full_name":"Araya, Paulina","first_name":"Paulina"},{"first_name":"Armando","last_name":"Peri","full_name":"Peri, Armando"},{"last_name":"Randolph","full_name":"Randolph, Valeria ","first_name":"Valeria "}],"status":"public","type":"conference"},{"year":"2024","jel":["C"],"citation":{"ieee":"J. Herrmann, “Ansprüche an eine Fortbildung zur analytischen Geometrie,” presented at the 57. Jahrestagung der GdM, Duisburg/Essen, 2024.","chicago":"Herrmann, Janine. “Ansprüche an eine Fortbildung zur analytischen Geometrie.” In <i>Beiträge zum Mathematikunterricht 2024</i>. LibreCat University, 2024.","ama":"Herrmann J. Ansprüche an eine Fortbildung zur analytischen Geometrie. In: <i>Beiträge zum Mathematikunterricht 2024</i>. LibreCat University; 2024.","bibtex":"@inproceedings{Herrmann_2024, title={Ansprüche an eine Fortbildung zur analytischen Geometrie}, booktitle={Beiträge zum Mathematikunterricht 2024}, publisher={LibreCat University}, author={Herrmann, Janine}, year={2024} }","mla":"Herrmann, Janine. “Ansprüche an eine Fortbildung zur analytischen Geometrie.” <i>Beiträge zum Mathematikunterricht 2024</i>, LibreCat University, 2024.","short":"J. Herrmann, in: Beiträge zum Mathematikunterricht 2024, LibreCat University, 2024.","apa":"Herrmann, J. (2024). Ansprüche an eine Fortbildung zur analytischen Geometrie. <i>Beiträge zum Mathematikunterricht 2024</i>. 57. Jahrestagung der GdM, Duisburg/Essen."},"has_accepted_license":"1","title":"Ansprüche an eine Fortbildung zur analytischen Geometrie","conference":{"end_date":"2024-03-08","location":"Duisburg/Essen","name":"57. Jahrestagung der GdM","start_date":"2024-03-04"},"date_updated":"2026-02-13T09:36:13Z","publisher":"LibreCat University","date_created":"2025-04-04T06:29:02Z","author":[{"first_name":"Janine","last_name":"Herrmann","full_name":"Herrmann, Janine"}],"abstract":[{"lang":"eng","text":"Im Rahmen der Fortbildungsinitiative QuaMath beschäftige ich mich mit der Entwicklung von Fortbildungsaktivitäten für den Inhaltsbereich der analytischen Geometrie. Um dies zu realisieren, stellt sich zunächst die Frage: Über welche Expertise verfügen (angehende) Lehrkräfte zum verstehensorientierten Unterrichten von anaGeo.? Dazu spezifiziere ich ein gegenstandsbezogenes Expertisemodell (Prediger) für den Unterricht zur anaGeo., erhebe Vorwissen von (angehenden) Lehrkräften und erprobe Aus- und Fortbildungsaktivitäten in verschiedenen Stichproben zur Rekonstruktion von Orientierungen."}],"file":[{"creator":"herrmann","date_created":"2025-08-26T08:38:40Z","date_updated":"2025-08-26T08:38:40Z","file_name":"BzMU24_HERRMANN_Geometriefortbildungen.pdf","access_level":"closed","file_id":"61019","file_size":57284,"content_type":"application/pdf","relation":"main_file","success":1}],"status":"public","type":"conference","publication":"Beiträge zum Mathematikunterricht 2024","ddc":["510"],"keyword":["Mathematikfortbildungen","analytische Geometrie","Expertise"],"language":[{"iso":"ger"}],"file_date_updated":"2025-08-26T08:38:40Z","_id":"59337","user_id":"64060"},{"date_updated":"2024-01-10T09:53:41Z","date_created":"2024-01-03T09:54:00Z","author":[{"last_name":"Leffrang","orcid":"0000-0001-9004-2391","id":"51271","full_name":"Leffrang, Dirk","first_name":"Dirk"}],"title":"AI Washing: The Framing Effect of Labels on Algorithmic Advice Utilization","main_file_link":[{"url":"https://aisel.aisnet.org/icis2023/aiinbus/aiinbus/10"}],"conference":{"location":"Hyderabad, India","name":"International Conference on Information Systems (ICIS)"},"issue":"10","year":"2023","citation":{"ama":"Leffrang D. AI Washing: The Framing Effect of Labels on Algorithmic Advice Utilization. In: <i>International Conference on Information Systems</i>. ; 2023.","ieee":"D. Leffrang, “AI Washing: The Framing Effect of Labels on Algorithmic Advice Utilization,” in <i>International Conference on Information Systems</i>, Hyderabad, India, 2023, no. 10.","chicago":"Leffrang, Dirk. “AI Washing: The Framing Effect of Labels on Algorithmic Advice Utilization.” In <i>International Conference on Information Systems</i>, 2023.","apa":"Leffrang, D. (2023). AI Washing: The Framing Effect of Labels on Algorithmic Advice Utilization. <i>International Conference on Information Systems</i>, <i>10</i>.","bibtex":"@inproceedings{Leffrang_2023, title={AI Washing: The Framing Effect of Labels on Algorithmic Advice Utilization}, number={10}, booktitle={International Conference on Information Systems}, author={Leffrang, Dirk}, year={2023} }","mla":"Leffrang, Dirk. “AI Washing: The Framing Effect of Labels on Algorithmic Advice Utilization.” <i>International Conference on Information Systems</i>, no. 10, 2023.","short":"D. Leffrang, in: International Conference on Information Systems, 2023."},"_id":"50121","user_id":"51271","department":[{"_id":"196"}],"keyword":["Artificial Intelligence","Algorithm Appreciation","Framing","Advice-taking","Expertise"],"language":[{"iso":"eng"}],"type":"conference","publication":"International Conference on Information Systems","abstract":[{"lang":"eng","text":"Many researchers and practitioners see artificial intelligence as a game changer compared to classical statistical models. However, some software providers engage in “AI washing”, relabeling solutions that use simple statistical models as AI systems. By contrast, research on algorithm aversion unsystematically varied the labels for advisors and treated labels such as \"artificial intelligence\" and \"statistical model\" synonymously. This study investigates the effect of individual labels on users' actual advice utilization behavior. Through two incentivized online within-subjects experiments on regression tasks, we find that labeling human advisors with labels that suggest higher expertise leads to an increase in advice-taking, even though the content of the advice remains the same. In contrast, our results do not suggest such an expert effect for advice-taking from algorithms, despite differences in self-reported perception. These findings challenge the effectiveness of framing intelligent systems as AI-based systems and have important implications for both research and practice."}],"status":"public"},{"language":[{"iso":"ger"}],"keyword":["Expertise","Lehrerbildung","Professionalisierung","Lehrerfortbildung"],"abstract":[{"text":"Im Artikel werden die Relevanz von Lehrer*innenfortbildungen für die Professionalität und Expertise von Lehrkräften beschrieben sowie Forschungsergebnisse zu Lehrer*innenfortbildungen zusammengefasst. Im Zentrum des Beitrags stehen Ergebnisse einer Interviewstudie mit Lehrkräften, die Einblicke in die aktuelle Situation und Praxis von Lehrer*innenfortbildungen aus Sicht von Lehrkräften geben. Dabei werden folgende Fragestellungen aufgegriffen, indem die explorative Studie die Wahrnehmung von Fortbildungsveranstaltungen durch Lehrkräfte erhebt und darstellt: Wie bewerten Lehrkräfte die Rahmenbedingungen externer Lehrer*innenfortbildungen? Was sind aus Sicht von Lehrkräften Aspekte guter bzw. schlechter Fortbildungen? Was wünschen sich Lehrkräfte in Bezug auf die Planung, Gestaltung und Durchführung von Fortbildungen? Nach der Diskussion der Befunde endet der Beitrag mit einem Fazit.\r\n","lang":"ger"}],"publication":"Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion","title":"Zur rückblickenden Beurteilung von Fortbildungserfahrungen","date_created":"2023-01-03T12:36:58Z","publisher":"Universität Bielefeld ","year":"2022","issue":"1","alternative_title":["Ergebnisse einer explorativen Interviewstudie mit Lehrkräften"],"user_id":"86519","_id":"35135","status":"public","type":"journal_article","doi":"10.11576/hlz-3458","author":[{"last_name":"Caruso","id":"23123","full_name":"Caruso, Carina","first_name":"Carina"}],"volume":5,"date_updated":"2023-01-06T12:23:48Z","citation":{"ama":"Caruso C. Zur rückblickenden Beurteilung von Fortbildungserfahrungen. <i>Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion</i>. 2022;5(1):92-107. doi:<a href=\"https://doi.org/10.11576/hlz-3458\">10.11576/hlz-3458</a>","chicago":"Caruso, Carina. “Zur rückblickenden Beurteilung von Fortbildungserfahrungen.” <i>Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion</i> 5, no. 1 (2022): 92–107. <a href=\"https://doi.org/10.11576/hlz-3458\">https://doi.org/10.11576/hlz-3458</a>.","ieee":"C. Caruso, “Zur rückblickenden Beurteilung von Fortbildungserfahrungen,” <i>Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion</i>, vol. 5, no. 1, pp. 92–107, 2022, doi: <a href=\"https://doi.org/10.11576/hlz-3458\">10.11576/hlz-3458</a>.","mla":"Caruso, Carina. “Zur rückblickenden Beurteilung von Fortbildungserfahrungen.” <i>Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion</i>, vol. 5, no. 1, Universität Bielefeld , 2022, pp. 92–107, doi:<a href=\"https://doi.org/10.11576/hlz-3458\">10.11576/hlz-3458</a>.","bibtex":"@article{Caruso_2022, title={Zur rückblickenden Beurteilung von Fortbildungserfahrungen}, volume={5}, DOI={<a href=\"https://doi.org/10.11576/hlz-3458\">10.11576/hlz-3458</a>}, number={1}, journal={Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion}, publisher={Universität Bielefeld }, author={Caruso, Carina}, year={2022}, pages={92–107} }","short":"C. Caruso, Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion 5 (2022) 92–107.","apa":"Caruso, C. (2022). Zur rückblickenden Beurteilung von Fortbildungserfahrungen. <i>Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion</i>, <i>5</i>(1), 92–107. <a href=\"https://doi.org/10.11576/hlz-3458\">https://doi.org/10.11576/hlz-3458</a>"},"page":"92-107","intvolume":"         5","publication_status":"published","publication_identifier":{"issn":["2625–0675"]}},{"user_id":"86519","_id":"35299","language":[{"iso":"ger"}],"alternative_title":["Zur Verschränkung studentischer Erfahrungenmit domänenspezifischen Theorien"],"keyword":["Expertise","Schulpraktikum","Praxissemester","Theorie-Praxis-Verzahnung","Uneindeutigkeit im Unterricht / ambiguity","theory-practicerelation","expertise","internships"],"publication":"Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion","type":"journal_article","status":"public","abstract":[{"text":"Der Artikel beschreibt unter Berücksichtigung von fachdi-daktischen Überlegungen (Religionsdidaktik und Didaktik des Schulfaches Erziehungswissenschaft, letztere wird oftmals auch als Didaktik des Unterrichtsfaches Pädagogik  bezeichnet),  wie  durch  die  Thematisierung  studentischer  Erfahrungen in Praxisphasen begleitenden Veranstaltungen ein Beitrag zur Professionalisierung angehender Lehrkräfte geleistet werden könnte. Exemplarisch werden Vorgehensweisen aufgezeigt, wie Unterrichtserfahrungen angehender Lehrkräfte in solchen Unterrichtsfächern, die sich in Bezug auf Inhalte und Gegenstände des Unterrichts durch ein hohes Maß an Uneindeutigkeit auszeichnen, im Rahmen der universitären  Veranstaltungen  thematisiert  und  zu  Theorien  in  Beziehung  gesetzt  werden können. Der Begriff Uneindeutigkeit bezeichnet dabei das Spezifikum beider Fächer, dass Fragen thematisiert und Aufgaben bearbeitet werden, die sich nicht immer  eindeutig beantworten  oder  als  richtig  oder  falsch  bewerten  lassen.  Ziel  der Einbindung studentischer Praxiserfahrungen und von deren Reflexion ist es, dass angehende  Lehrkräfte  professionelle  Kompetenz  entwickeln  sowie  für  die  Komplexität und Uneindeutigkeit theologischer Rede bzw. theologischen und pädagogischen  Handelns  und  Wirkens  sensibilisiert  werden  und  gleichzeitig  erkunden, wie sie Kinder und Jugendlichen in der Schule einen verlässlichen Referenzrahmen für die Entwicklung einer reflektierten religiösen bzw.pädagogischen Kompetenz vermitteln können","lang":"ger"},{"text":"Taking  into  account  of  subject-didactic  considerations  (didactics  of religion and didactics of the discipline of educational science as a school subject), the article describes how the thematization of student experiences could contribute to the professionalization of prospective teachers. The aim is to show how teaching experience  of  prospective  teachers  in  subjects  which  are  characterized by  a  high degree of ambiguity can be put into a relationship with theories at university. The term  ambiguity  refers  to  the  specificity  of  both  subjectsthat  questions  are  addressed and tasks are dealt with whichcannot be answered clearly or be considered correct or incorrect. The aim of integrating student practical experience and its reflection  is  to  ensure  that  students  develop  professional  competence  and  raise awareness of the complexity and ambiguity of theological and pedagogical action and work, and at the same time, explore how they can provide children and adolescents at school with a reliable frame of reference for the development of a reflected religious or pedagogical combination.","lang":"eng"}],"volume":3,"author":[{"first_name":"Carina","full_name":"Caruso, Carina","id":"23123","last_name":"Caruso"},{"first_name":"Alexander","last_name":"Martin","full_name":"Martin, Alexander"},{"first_name":"Jan","full_name":"Woppowa, Jan","last_name":"Woppowa"}],"date_created":"2023-01-05T14:04:16Z","date_updated":"2023-01-06T12:04:53Z","doi":"10.4119/hlz-2500","title":"Auf dem Weg zum Lehrberuf","issue":"2","publication_identifier":{"issn":["2625-0675"]},"publication_status":"published","intvolume":"         3","page":"60-74","citation":{"ama":"Caruso C, Martin A, Woppowa J. Auf dem Weg zum Lehrberuf. <i>Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion</i>. 2020;3(2):60-74. doi:<a href=\"https://doi.org/10.4119/hlz-2500\">10.4119/hlz-2500</a>","ieee":"C. Caruso, A. Martin, and J. Woppowa, “Auf dem Weg zum Lehrberuf,” <i>Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion</i>, vol. 3, no. 2, pp. 60–74, 2020, doi: <a href=\"https://doi.org/10.4119/hlz-2500\">10.4119/hlz-2500</a>.","chicago":"Caruso, Carina, Alexander Martin, and Jan Woppowa. “Auf dem Weg zum Lehrberuf.” <i>Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion</i> 3, no. 2 (2020): 60–74. <a href=\"https://doi.org/10.4119/hlz-2500\">https://doi.org/10.4119/hlz-2500</a>.","apa":"Caruso, C., Martin, A., &#38; Woppowa, J. (2020). Auf dem Weg zum Lehrberuf. <i>Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion</i>, <i>3</i>(2), 60–74. <a href=\"https://doi.org/10.4119/hlz-2500\">https://doi.org/10.4119/hlz-2500</a>","bibtex":"@article{Caruso_Martin_Woppowa_2020, title={Auf dem Weg zum Lehrberuf}, volume={3}, DOI={<a href=\"https://doi.org/10.4119/hlz-2500\">10.4119/hlz-2500</a>}, number={2}, journal={Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion}, author={Caruso, Carina and Martin, Alexander and Woppowa, Jan}, year={2020}, pages={60–74} }","mla":"Caruso, Carina, et al. “Auf dem Weg zum Lehrberuf.” <i>Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion</i>, vol. 3, no. 2, 2020, pp. 60–74, doi:<a href=\"https://doi.org/10.4119/hlz-2500\">10.4119/hlz-2500</a>.","short":"C. Caruso, A. Martin, J. Woppowa, Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion 3 (2020) 60–74."},"year":"2020"},{"doi":"10.1007/978-3-658-18286-1","main_file_link":[{"url":"https://link.springer.com/book/10.1007%2F978-3-658-18286-1"}],"title":"Human agency at work: An active approach towards expertise development","date_created":"2018-07-23T09:29:39Z","author":[{"orcid":"0000-0002-2820-9178","last_name":"Goller","full_name":"Goller, Michael","id":"30984","first_name":"Michael"}],"publisher":"Springer","date_updated":"2022-01-06T06:59:27Z","page":"373","citation":{"ieee":"M. Goller, <i>Human agency at work: An active approach towards expertise development</i>. Wiesbaden: Springer, 2017.","chicago":"Goller, Michael. <i>Human Agency at Work: An Active Approach towards Expertise Development</i>. Wiesbaden: Springer, 2017. <a href=\"https://doi.org/10.1007/978-3-658-18286-1\">https://doi.org/10.1007/978-3-658-18286-1</a>.","ama":"Goller M. <i>Human Agency at Work: An Active Approach towards Expertise Development</i>. Wiesbaden: Springer; 2017. doi:<a href=\"https://doi.org/10.1007/978-3-658-18286-1\">10.1007/978-3-658-18286-1</a>","bibtex":"@book{Goller_2017, place={Wiesbaden}, title={Human agency at work: An active approach towards expertise development}, DOI={<a href=\"https://doi.org/10.1007/978-3-658-18286-1\">10.1007/978-3-658-18286-1</a>}, publisher={Springer}, author={Goller, Michael}, year={2017} }","mla":"Goller, Michael. <i>Human Agency at Work: An Active Approach towards Expertise Development</i>. Springer, 2017, doi:<a href=\"https://doi.org/10.1007/978-3-658-18286-1\">10.1007/978-3-658-18286-1</a>.","short":"M. Goller, Human Agency at Work: An Active Approach towards Expertise Development, Springer, Wiesbaden, 2017.","apa":"Goller, M. (2017). <i>Human agency at work: An active approach towards expertise development</i>. Wiesbaden: Springer. <a href=\"https://doi.org/10.1007/978-3-658-18286-1\">https://doi.org/10.1007/978-3-658-18286-1</a>"},"year":"2017","place":"Wiesbaden","quality_controlled":"1","publication_identifier":{"isbn":["978-3-658-18285-4"]},"publication_status":"published","language":[{"iso":"eng"}],"keyword":["Workplace learning","Agency","Expertise"],"department":[{"_id":"452"}],"user_id":"30984","_id":"3600","status":"public","abstract":[{"lang":"eng","text":"Michael Goller gives a structured overview of the current discourses of human agency in relation to professional learning and development. Based on this discussion, the author develops a theoretical framework including human agency as an individual feature (i. e., a disposition) as well as a set of self-initiated and goal-directed behaviours that are assumed to affect employees’ learning and development (e. g., crafting of new work experiences). He then further specifies this theoretical framework and investigates it empirically in the domain of geriatric care nursing. Based on the findings of the three empirical studies conducted, the author discusses the relevance of human agency for the development of professional expertise of geriatric care nurses.\r\n\r\nThe work received the American Educational Research Association (AERA) Workplace Learning SIG 2017 Dissertation of the Year Award."}],"type":"book"}]