@inbook{30289, abstract = {{This chapter presents a discussion of the concept of agency. Agency is understood as a multifaceted construct describing the idea that human beings make choices, act on these choices, and thereby exercise influence on their own lives as well as their environment. We argue that the concept is discussed from three different perspectives in the literature—transformational, dispositional, and relational—that are each related to learning and development in work contexts. These perspectives do not reflect incompatible positions but rather different aspects of the same phenomena. The chapter also offers an avenue of insight into empirical studies that employ agency as a central concept as well as discussions about concepts that closely overlap with ideas of human beings as agents of power and influence.}}, author = {{Goller, Michael and Paloniemi, Susanna}}, booktitle = {{Research Approaches on Workplace Learning}}, isbn = {{9783030895815}}, issn = {{2210-5549}}, keywords = {{Agency Workplace learning Professional development Proactivity Self-direction}}, publisher = {{Springer International Publishing}}, title = {{{Agency: Taking Stock of Workplace Learning Research}}}, doi = {{10.1007/978-3-030-89582-2_1}}, year = {{2022}}, } @article{34819, abstract = {{Teachers expect facilitators to have own teaching experience as a teacher in order to be able to carry out effective teacher professional development programs. As part of the project EmMa(M), it is investigated, to which extent the teaching experience of facilitators influences the development of early childhood teachers' (n = 83) mathematical pedagogical content knowledge (MPCK) and early childhood teachers' enjoyment of mathematics in the context of a teacher professional development program. It turns out that the teaching experience of the facilitators has no influence on the development of early childhood teachers' MPCK, but favors the development of early childhood teachers' enjoyment of mathematics. Controlling for this increased enjoyment an influence of teaching experience on the development of early childhood teachers' MPCK emerges, but in favor of the participating facilitators who have no teaching experience but have a university degree.}}, author = {{Hagena, Maike and Bruns, Julia and Gasteiger, Hedwig}}, issn = {{1862-5215}}, journal = {{Zeitschrift für Erziehungswissenschaft}}, keywords = {{Facilitator professional development, Early childhood teachers, Teaching, experience, Early mathematics education}}, number = {{6}}, pages = {{1455–1480}}, publisher = {{Springer Vieweg-springer Fachmedien Wiesbaden Gmbh}}, title = {{{Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft}}}, doi = {{10.1007/s11618-022-01122-y}}, volume = {{25}}, year = {{2022}}, } @inbook{29720, author = {{Passey, Don and Brinda, Torsten and Cornu, Bernard and Holvikivi, Jaana and Lewin, Cathy and Magenheim, Johannes and Morel, Raymond and Osorio, Javier and Tatnall, Arthur and Thompson, Barrie and Webb, Mary}}, booktitle = {{Advancing Research in Information and Communication Technology}}, editor = {{Goedicke, Michael and Neuhold, Erich and Rannenberg, Kai}}, isbn = {{978-3-030-81700-8}}, issn = {{1868-422X}}, keywords = {{Educational technologies, Education and technologies, Digital technologies and education, Information technologies, Communication technologies, Educational technologies and research, Educational technologies and pedagogical practices, Educational technologies and policy, Educational management and technologies, Professional development and educational technologies}}, pages = {{129--152}}, publisher = {{Springer, Cham}}, title = {{{Computers and Education – Recognising Opportunities and Managing Challenges}}}, doi = {{10.1007/978-3-030-81701-5_5}}, volume = {{AICT-600}}, year = {{2021}}, } @inbook{35464, abstract = {{The digital transformation of organizations in the industrial sector is primarily driven by the opportunity to increase productivity while simultaneously reducing costs through integration into a cyber-physical system. One way to fully tap the potential of a cyber-physical system is the concept of the digital twin, i.e., the real-time digital representation of machines and resources involved – including human resources. The vision of representing humans by digital twins primarily aims at increasing economic benefits. The digital twin of a human, however, cannot be designed in a similar way to that of a machine. The human digital twin shall rather enable humans to act within the cyber-physical system. It therefore offers humans a power of control and the opportunity to provide feedback. The concept of the digital twin is still in its infancy and raises many questions in particular from an educational perspective. The contribution aims at answering the following questions and refers to the example of team learning: Which and how much data should and may the digital twin contain in order to support humans in their learning? To what extent will humans be able to control and design their own learning? How may skills, experiences, and social interactions of humans be represented in the digital twin; their growth and further development, respectively? With cyber-physical systems transcending corporate, national, and legal boundaries, what learning culture will be the frame of reference for the involved organizations?}}, author = {{Berisha-Gawlowski, Angelina and Caruso, Carina and Harteis, Christian}}, booktitle = {{Digital Transformation of Learning Organizations }}, editor = {{Ifenthaler, Dirk and Hofhues, Sandra and Egloffstein, Marc and Helbig, Christian}}, isbn = {{978-3-030-55877-2}}, keywords = {{Digital twin, Learning organization, Change, Team learning, Professional development}}, pages = {{ 95–114}}, publisher = {{Springer}}, title = {{{The Concept of a Digital Twin and Its Potential for Learning Organizations}}}, doi = {{10.1007/978-3-030-55878-9_6}}, year = {{2021}}, } @article{35301, abstract = {{Ausgehend von Ergebnissen zur Mediennutzung und Ausführungen zur Medienkompetenz fokussiert der Beitrag digitale Praktiken im Religionsunterricht. Zur Analyse der mit der Digitalisierung verbundenen Transformation digitaler Praktiken wird die Akteur-Netzwerk-Theorie dargestellt sowie die Begriffe Digitalisierung und Digitalität definiert. Anhand einer Vignette (dichte Beschreibung) wird der Frage nachgegangen, wie sich Lehrkräfte auf Herausforderungen von Digitalität einlassen (können), inwiefern sie digitale Praktiken eröffnen und inwiefern diese mit traditionellen Praktiken verbunden sind.}}, author = {{Caruso, Carina and Reis, Oliver}}, journal = {{ Österreichische Religionspädagogische Forum}}, keywords = {{Digitale Praktiken, Digitalisierung, Medienkompetenz, Professionalisierung, Religionsunterricht / digital practices, digitization, digital literacy, teachers' professional development, religious education}}, number = {{1}}, pages = {{212–234}}, publisher = {{Universitätsbibliothek Graz}}, title = {{{„Sie sind doch eine Medienklasse!“}}}, doi = {{10.25364/10.28:2020.1.12}}, volume = {{28}}, year = {{2020}}, } @article{35313, abstract = {{The article discusses the explanatory power of conceptual change for research on workplace learning in digitalized workplaces. Interestingly, research on conceptual change is well-established within the area of science education but widely neglected within the broad area of workplace learning research. Digitalization of work establishes new quality of tasks and tools by integrating workers and machines into digital networks. Hence, conceptual change can be considered a core concept for identifying workers’ successful adaption to digital transformation. Therefore, conceptual change research in the area of workplace learning in digitalized workplaces is highly relevant. The article reflects upon reasons, explores the potential of conceptual change for understanding workplace learning in digitalized workplaces, and illustrates the argumentation by exemplarily referring to digitalized farming. Finally, the article provides suggestions for future research.}}, author = {{Harteis, Christian and Goller, Michael and Caruso, Carina}}, journal = {{Frontiers in Education}}, keywords = {{conceptual change, digitalization, workplace learning, professional development, agriculture}}, number = {{1}}, title = {{{Conceptual Change in the Face of Digitalization}}}, doi = {{10.3389/feduc.2020.00001}}, volume = {{5}}, year = {{2020}}, } @inbook{29735, abstract = {{The present volume has aimed to cover a broad range of approaches to agency at work, exploring its relationship with professional learning and development. Thus, the chapters included in this book have discussed the role of agency in learning and development, considering a variety of working life contexts and applying both conceptual and empirical perspectives. This final chapter provides an overview of both the conceptual approaches and the empirical implementations. We see the perspectives as complementary. From the content of the book, we discern the phenomena as falling on two main dimensions, clustering at opposite ends of these dimensions. Thus, the following contrasts are evidenced: (a) agency understood as a personal capacity, vs. agency as behaviour, and (b) agency as an individual phenomenon, vs. agency as a collective phenomenon. All the chapters emphasise that agency is needed for learning and development. However, they differ in how they view the relationships between the concepts. They also exhibit differences in the empirical decisions taken and the research strategies chosen. In this concluding chapter, we discuss the main similarities and differences emerging from the chapters. We also highlight avenues for future research on agency and its relationship with professional learning.}}, author = {{Paloniemi, Susanna and Goller, Michael}}, booktitle = {{Agency at work: An agentic perspective on professional learning and development}}, editor = {{Goller, Michael and Paloniemi, Susanna}}, isbn = {{9783319609423}}, issn = {{2210-5549}}, keywords = {{Agency, Workplace learning, Professional development}}, pages = {{465--478}}, publisher = {{Springer International Publishing}}, title = {{{The Multifaceted Nature of Agency and Professional Learning}}}, doi = {{10.1007/978-3-319-60943-0_23}}, year = {{2017}}, } @article{34826, author = {{Eichen, Lars and Bruns, Julia}}, issn = {{2191-9194}}, journal = {{Frühe Bildung}}, keywords = {{competency development, early childhood mathematics education, professional development course}}, number = {{2}}, pages = {{67--73}}, publisher = {{Hogrefe & Huber Publishers}}, title = {{{Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen}}}, doi = {{10.1026/2191-9186/a000310}}, volume = {{6}}, year = {{2017}}, }