--- _id: '51518' abstract: - lang: eng text: In applications of piezoelectric actuators and sensors, the dependability and particularly the reliability throughout their lifetime are vital to manufacturers and end-users and are enabled through condition-monitoring approaches. Existing approaches often utilize impedance measurements over a range of frequencies or velocity measurements and require additional equipment or sensors, such as a laser Doppler vibrometer. Furthermore, the non-negligible effects of varying operating conditions are often unconsidered. To minimize the need for additional sensors while maintaining the dependability of piezoelectric bending actuators irrespective of varying operating conditions, an online diagnostics approach is proposed. To this end, time- and frequency-domain features are extracted from monitored current signals to reflect hairline crack development in bending actuators. For validation of applicability, the presented analysis method was evaluated on piezoelectric bending actuators subjected to accelerated lifetime tests at varying voltage amplitudes and under external damping conditions. In the presence of a crack and due to a diminished stiffness, the resonance frequency decreases and the root-mean-square amplitude of the current signal simultaneously abruptly drops during the lifetime tests. Furthermore, the piezoelectric crack surfaces clapping is reflected in higher harmonics of the current signal. Thus, time-domain features and harmonics of the current signals are sufficient to diagnose hairline cracks in the actuators. article_number: '521' article_type: original author: - first_name: Osarenren Kennedy full_name: Aimiyekagbon, Osarenren Kennedy id: '9557' last_name: Aimiyekagbon - first_name: Amelie full_name: Bender, Amelie id: '54290' last_name: Bender - first_name: Tobias full_name: Hemsel, Tobias id: '210' last_name: Hemsel - first_name: Walter full_name: Sextro, Walter id: '21220' last_name: Sextro citation: ama: Aimiyekagbon OK, Bender A, Hemsel T, Sextro W. Diagnostics of Piezoelectric Bending Actuators Subjected to Varying Operating Conditions. Electronics. 2024;13(3). doi:10.3390/electronics13030521 apa: Aimiyekagbon, O. K., Bender, A., Hemsel, T., & Sextro, W. (2024). Diagnostics of Piezoelectric Bending Actuators Subjected to Varying Operating Conditions. Electronics, 13(3), Article 521. https://doi.org/10.3390/electronics13030521 bibtex: '@article{Aimiyekagbon_Bender_Hemsel_Sextro_2024, title={Diagnostics of Piezoelectric Bending Actuators Subjected to Varying Operating Conditions}, volume={13}, DOI={10.3390/electronics13030521}, number={3521}, journal={Electronics}, publisher={MDPI AG}, author={Aimiyekagbon, Osarenren Kennedy and Bender, Amelie and Hemsel, Tobias and Sextro, Walter}, year={2024} }' chicago: Aimiyekagbon, Osarenren Kennedy, Amelie Bender, Tobias Hemsel, and Walter Sextro. “Diagnostics of Piezoelectric Bending Actuators Subjected to Varying Operating Conditions.” Electronics 13, no. 3 (2024). https://doi.org/10.3390/electronics13030521. ieee: 'O. K. Aimiyekagbon, A. Bender, T. Hemsel, and W. Sextro, “Diagnostics of Piezoelectric Bending Actuators Subjected to Varying Operating Conditions,” Electronics, vol. 13, no. 3, Art. no. 521, 2024, doi: 10.3390/electronics13030521.' mla: Aimiyekagbon, Osarenren Kennedy, et al. “Diagnostics of Piezoelectric Bending Actuators Subjected to Varying Operating Conditions.” Electronics, vol. 13, no. 3, 521, MDPI AG, 2024, doi:10.3390/electronics13030521. short: O.K. Aimiyekagbon, A. Bender, T. Hemsel, W. Sextro, Electronics 13 (2024). date_created: 2024-02-20T06:46:43Z date_updated: 2024-03-15T16:15:56Z department: - _id: '151' doi: 10.3390/electronics13030521 funded_apc: '1' intvolume: ' 13' issue: '3' keyword: - piezoelectric transducer - self-sensing - fault detection - diagnostics - hairline crack - condition monitoring language: - iso: eng publication: Electronics publication_identifier: issn: - 2079-9292 publication_status: published publisher: MDPI AG quality_controlled: '1' status: public title: Diagnostics of Piezoelectric Bending Actuators Subjected to Varying Operating Conditions type: journal_article user_id: '9557' volume: 13 year: '2024' ... --- _id: '30289' abstract: - lang: eng text: This chapter presents a discussion of the concept of agency. Agency is understood as a multifaceted construct describing the idea that human beings make choices, act on these choices, and thereby exercise influence on their own lives as well as their environment. We argue that the concept is discussed from three different perspectives in the literature—transformational, dispositional, and relational—that are each related to learning and development in work contexts. These perspectives do not reflect incompatible positions but rather different aspects of the same phenomena. The chapter also offers an avenue of insight into empirical studies that employ agency as a central concept as well as discussions about concepts that closely overlap with ideas of human beings as agents of power and influence. author: - first_name: Michael full_name: Goller, Michael id: '30984' last_name: Goller orcid: 0000-0002-2820-9178 - first_name: Susanna full_name: Paloniemi, Susanna last_name: Paloniemi citation: ama: 'Goller M, Paloniemi S. Agency: Taking Stock of Workplace Learning Research. In: Research Approaches on Workplace Learning. Springer International Publishing; 2022. doi:10.1007/978-3-030-89582-2_1' apa: 'Goller, M., & Paloniemi, S. (2022). Agency: Taking Stock of Workplace Learning Research. In Research Approaches on Workplace Learning. Springer International Publishing. https://doi.org/10.1007/978-3-030-89582-2_1' bibtex: '@inbook{Goller_Paloniemi_2022, place={Cham}, title={Agency: Taking Stock of Workplace Learning Research}, DOI={10.1007/978-3-030-89582-2_1}, booktitle={Research Approaches on Workplace Learning}, publisher={Springer International Publishing}, author={Goller, Michael and Paloniemi, Susanna}, year={2022} }' chicago: 'Goller, Michael, and Susanna Paloniemi. “Agency: Taking Stock of Workplace Learning Research.” In Research Approaches on Workplace Learning. Cham: Springer International Publishing, 2022. https://doi.org/10.1007/978-3-030-89582-2_1.' ieee: 'M. Goller and S. Paloniemi, “Agency: Taking Stock of Workplace Learning Research,” in Research Approaches on Workplace Learning, Cham: Springer International Publishing, 2022.' mla: 'Goller, Michael, and Susanna Paloniemi. “Agency: Taking Stock of Workplace Learning Research.” Research Approaches on Workplace Learning, Springer International Publishing, 2022, doi:10.1007/978-3-030-89582-2_1.' short: 'M. Goller, S. Paloniemi, in: Research Approaches on Workplace Learning, Springer International Publishing, Cham, 2022.' date_created: 2022-03-13T19:09:20Z date_updated: 2022-03-13T19:14:43Z department: - _id: '452' doi: 10.1007/978-3-030-89582-2_1 keyword: - Agency Workplace learning Professional development Proactivity Self-direction language: - iso: eng place: Cham publication: Research Approaches on Workplace Learning publication_identifier: isbn: - '9783030895815' - '9783030895822' issn: - 2210-5549 - 2210-5557 publication_status: published publisher: Springer International Publishing related_material: link: - relation: other url: https://link.springer.com/chapter/10.1007/978-3-030-89582-2_1#Abs1 status: public title: 'Agency: Taking Stock of Workplace Learning Research' type: book_chapter user_id: '50788' year: '2022' ... --- _id: '30290' abstract: - lang: eng text: The article explores the particular quality of changes introduced through the latest wave of digital transformation of workplaces. It has effects on workflow processes, on distribution of work and tasks, and the mode of distributing working tasks, e.g. through cyber-physical systems. Hence, the changes in work are manifold and require changes in vocational education and training as well as in workplace learning. These changes reveal new challenges for research on workplace learning. Finally, conclusions for future workplace learning research will be developed. author: - first_name: Christian full_name: Harteis, Christian id: '27503' last_name: Harteis orcid: https://orcid.org/0000-0002-3570-7626 citation: ama: 'Harteis C. Research on Workplace Learning in Times of Digitalisation. In: Research Approaches on Workplace Learning. Springer International Publishing; 2022. doi:10.1007/978-3-030-89582-2_19' apa: Harteis, C. (2022). Research on Workplace Learning in Times of Digitalisation. In Research Approaches on Workplace Learning. Springer International Publishing. https://doi.org/10.1007/978-3-030-89582-2_19 bibtex: '@inbook{Harteis_2022, place={Cham}, title={Research on Workplace Learning in Times of Digitalisation}, DOI={10.1007/978-3-030-89582-2_19}, booktitle={Research Approaches on Workplace Learning}, publisher={Springer International Publishing}, author={Harteis, Christian}, year={2022} }' chicago: 'Harteis, Christian. “Research on Workplace Learning in Times of Digitalisation.” In Research Approaches on Workplace Learning. Cham: Springer International Publishing, 2022. https://doi.org/10.1007/978-3-030-89582-2_19.' ieee: 'C. Harteis, “Research on Workplace Learning in Times of Digitalisation,” in Research Approaches on Workplace Learning, Cham: Springer International Publishing, 2022.' mla: Harteis, Christian. “Research on Workplace Learning in Times of Digitalisation.” Research Approaches on Workplace Learning, Springer International Publishing, 2022, doi:10.1007/978-3-030-89582-2_19. short: 'C. Harteis, in: Research Approaches on Workplace Learning, Springer International Publishing, Cham, 2022.' date_created: 2022-03-13T19:11:33Z date_updated: 2022-03-13T19:14:38Z department: - _id: '452' doi: 10.1007/978-3-030-89582-2_19 keyword: - Digitalisation Self organisation Distribution of labour Automation language: - iso: eng place: Cham publication: Research Approaches on Workplace Learning publication_identifier: isbn: - '9783030895815' - '9783030895822' issn: - 2210-5549 - 2210-5557 publication_status: published publisher: Springer International Publishing related_material: link: - relation: other url: https://link.springer.com/chapter/10.1007/978-3-030-89582-2_19#citeas status: public title: Research on Workplace Learning in Times of Digitalisation type: book_chapter user_id: '50788' year: '2022' ... --- _id: '29842' abstract: - lang: eng text: To build successful software products, developers continuously have to discover what features the users really need. This discovery can be achieved with continuous experimentation, testing different software variants with distinct user groups, and deploying the superior variant for all users. However, existing approaches do not focus on explicit modeling of variants and experiments, which offers advantages such as traceability of decisions and combinability of experiments. Therefore, our vision is the provision of model-driven continuous experimentation, which provides the developer with a framework for structuring the experimentation process. For that, we introduce the overall concept, apply it to the experimentation on component-based software architectures and point out future research questions. In particular, we show the applicability by combining feature models for modeling the software variants, users, and experiments (i.e., model-driven) with MAPE-K for the adaptation (i.e., continuous experimentation) and implementing the concept based on the component-based Angular framework. author: - first_name: Sebastian full_name: Gottschalk, Sebastian id: '47208' last_name: Gottschalk - first_name: Enes full_name: Yigitbas, Enes id: '8447' last_name: Yigitbas orcid: 0000-0002-5967-833X - first_name: Gregor full_name: Engels, Gregor id: '107' last_name: Engels citation: ama: 'Gottschalk S, Yigitbas E, Engels G. Model-driven Continuous Experimentation on Component-based Software Architectures . In: Proceedings of the 18th International Conference on Software Architecture Companion . IEEE; 2022. doi:10.1109/ICSA-C54293.2022.00011' apa: Gottschalk, S., Yigitbas, E., & Engels, G. (2022). Model-driven Continuous Experimentation on Component-based Software Architectures . Proceedings of the 18th International Conference on Software Architecture Companion . 18th International Conference on Software Architecture , Hawaii. https://doi.org/10.1109/ICSA-C54293.2022.00011 bibtex: '@inproceedings{Gottschalk_Yigitbas_Engels_2022, title={Model-driven Continuous Experimentation on Component-based Software Architectures }, DOI={10.1109/ICSA-C54293.2022.00011}, booktitle={Proceedings of the 18th International Conference on Software Architecture Companion }, publisher={IEEE}, author={Gottschalk, Sebastian and Yigitbas, Enes and Engels, Gregor}, year={2022} }' chicago: Gottschalk, Sebastian, Enes Yigitbas, and Gregor Engels. “Model-Driven Continuous Experimentation on Component-Based Software Architectures .” In Proceedings of the 18th International Conference on Software Architecture Companion . IEEE, 2022. https://doi.org/10.1109/ICSA-C54293.2022.00011. ieee: 'S. Gottschalk, E. Yigitbas, and G. Engels, “Model-driven Continuous Experimentation on Component-based Software Architectures ,” presented at the 18th International Conference on Software Architecture , Hawaii, 2022, doi: 10.1109/ICSA-C54293.2022.00011.' mla: Gottschalk, Sebastian, et al. “Model-Driven Continuous Experimentation on Component-Based Software Architectures .” Proceedings of the 18th International Conference on Software Architecture Companion , IEEE, 2022, doi:10.1109/ICSA-C54293.2022.00011. short: 'S. Gottschalk, E. Yigitbas, G. Engels, in: Proceedings of the 18th International Conference on Software Architecture Companion , IEEE, 2022.' conference: end_date: 2022-03-15 location: Hawaii name: '18th International Conference on Software Architecture ' start_date: 2022-03-12 date_created: 2022-02-15T07:32:10Z date_updated: 2022-07-04T12:34:53Z ddc: - '000' department: - _id: '66' - _id: '534' doi: 10.1109/ICSA-C54293.2022.00011 file: - access_level: open_access content_type: application/pdf creator: sego date_created: 2022-07-04T12:33:18Z date_updated: 2022-07-04T12:34:52Z file_id: '32322' file_name: ICSA_CR.pdf file_size: 183185 relation: main_file file_date_updated: 2022-07-04T12:34:52Z has_accepted_license: '1' keyword: - continuous experimentation - model-driven - component-based software architectures - self-adaptation language: - iso: eng oa: '1' project: - _id: '1' name: 'SFB 901: SFB 901' - _id: '4' name: 'SFB 901 - C: SFB 901 - Project Area C' - _id: '17' name: 'SFB 901 - C5: SFB 901 - Subproject C5' publication: 'Proceedings of the 18th International Conference on Software Architecture Companion ' publisher: IEEE status: public title: 'Model-driven Continuous Experimentation on Component-based Software Architectures ' type: conference user_id: '47208' year: '2022' ... --- _id: '34614' abstract: - lang: ger text: "Mit steigenden Optimierungsanforderungen an das Individuum wächst auch das indivi-\r\nduelle Bedürfnis nach Kontrolle. Dieses kann u. a. durch self tracking-Technologien erfüllt werden.\r\nAnhand von drei Fallbeispielen – der Personenwaage, dem Wearable und dem habit tracker – zeigt\r\ndieser Aufsatz, wie sich medienbasierte Selbsttechnologien im historischen Verlauf intensiviert und\r\nstärker in den Alltag integriert haben. Ein besonderer Fokus liegt dabei auf der Ambivalenz dieser\r\nMedien: Ermöglichen sie auf der einen Seite zwar eine Selbstkontrolle und stellen so potenziell sta-\r\nbilisierende Ressourcen für das Individuum dar, schaffen sie auf der anderen Seite auch neue\r\nAnforderungen, die es zu erfüllen gilt." article_type: original author: - first_name: Franziska Margarete full_name: Schloots, Franziska Margarete id: '33185' last_name: Schloots citation: ama: Schloots FM. ‚Understand what’s happening within‘. Selbstkontrolle mit Personenwaage, Wearable und habit tracker. ffk Journal. 2022;6(7):74-91. doi:10.25969/MEDIAREP/18238 apa: Schloots, F. M. (2022). ‚Understand what’s happening within‘. Selbstkontrolle mit Personenwaage, Wearable und habit tracker. ffk Journal, 6(7), 74–91. https://doi.org/10.25969/MEDIAREP/18238 bibtex: '@article{Schloots_2022, title={‚Understand what’s happening within‘. Selbstkontrolle mit Personenwaage, Wearable und habit tracker}, volume={6}, DOI={10.25969/MEDIAREP/18238}, number={7}, journal={ffk Journal}, author={Schloots, Franziska Margarete}, year={2022}, pages={74–91} }' chicago: 'Schloots, Franziska Margarete. “‚Understand what’s happening within‘. Selbstkontrolle mit Personenwaage, Wearable und habit tracker.” ffk Journal 6, no. 7 (2022): 74–91. https://doi.org/10.25969/MEDIAREP/18238.' ieee: 'F. M. Schloots, “‚Understand what’s happening within‘. Selbstkontrolle mit Personenwaage, Wearable und habit tracker,” ffk Journal, vol. 6, no. 7, pp. 74–91, 2022, doi: 10.25969/MEDIAREP/18238.' mla: Schloots, Franziska Margarete. “‚Understand what’s happening within‘. Selbstkontrolle mit Personenwaage, Wearable und habit tracker.” ffk Journal, vol. 6, no. 7, 2022, pp. 74–91, doi:10.25969/MEDIAREP/18238. short: F.M. Schloots, ffk Journal 6 (2022) 74–91. date_created: 2022-12-20T14:20:56Z date_updated: 2022-12-20T14:30:15Z ddc: - '040' doi: 10.25969/MEDIAREP/18238 file: - access_level: closed content_type: application/pdf creator: fms date_created: 2022-12-20T14:23:57Z date_updated: 2022-12-20T14:23:57Z file_id: '34616' file_name: ffk_journal_07_74-91_Schloots_Selbstkontrolle_.pdf file_size: 530069 relation: main_file success: 1 file_date_updated: 2022-12-20T14:23:57Z has_accepted_license: '1' intvolume: ' 6' issue: '7' keyword: - self-tracking - Selbsttechnologien - Wearable - Bullet Journal - Personenwaage - Selbstvermessung language: - iso: ger page: 74-91 publication: ffk Journal publication_status: published status: public title: ‚Understand what’s happening within‘. Selbstkontrolle mit Personenwaage, Wearable und habit tracker type: journal_article user_id: '33185' volume: 6 year: '2022' ... --- _id: '35136' abstract: - lang: ger text: "Im Zentrum dieses Beitrags stehen Ergebnisse der Messung pädagogischer Kompetenzen Studierender der Theologie, die das Praxissemester in Deutschland absolviert haben. Das bildungswissenschaftliche Wissen, Kompetenzselbsteinschätzungen und ihre Entwicklung sowie die Einschätzung der im Praxissemester erreichten Ziele Studierender werden dabei unter Berücksichtigung der Ausrichtung des Lehramtsstudiums auf eine Schulform betrachtet. Um die Ergebnisse der Messung bildungswissenschaftlichen Wissens und die der Messung von Kompetenzselbsteinschätzungen zu kontextualisieren (N = 304), wird zuerst die Relevanz des (bildungswissenschaftlichen) Wissens als Ausgangspunkt des Könnens herausgearbeitet. Daran anschließend werden Befunde zur schulformspezifischen Professionalisierung resümiert. Anschließend werden Hypothesen hergeleitet, die Anlage der Studie sowie die Testinstrumente vorge- stellt, die Ergebnisse präsentiert und diskutiert. Die Ergebnisse zeigen wider Erwarten, dass sich weder das bildungswissenschaftliche Wissen, die Kompetenzselbsteinschätzungen und ihre Entwicklung noch die Einschätzung der im Praxissemester erreichten Ziele angehender Lehrkräfte in Abhängigkeit der Schulformen unterscheiden. Die Diskussion bezieht sich u.a. auf die Struktur der Lehramtsstudiengänge, die Denkfiguren zur Entwicklung von Können und die Konzeption der Messinstrumente.\r\n" - lang: eng text: "The focus of this article are the results of the measurement of pedagogical competencies of students of theology who have completed an internship in Germany. The educational knowledge, competence self-assessments and their development as well as the assessment of the goals achieved by students in the internship are considered, taking into account the orientation of the teacher education course towards a school type. In order to contextualize the results of the measurement of educational knowledge and those of the survey of competence self-assessments (N = 304), ideas are shown how the relationship between knowledge and ability is constituted and findings on the type of school-specific professionalization are summarized. Subsequently, hypotheses are derived, the design of the study, the method and the test instruments are described, the results are presented and discussed. Contrary to expectations, the results show that neither the educational science knowledge, the competence self-assessments and their development nor the assessment of the goals achieved in the internship by pros- pective teachers differ depending on the type of school. The discussion relates to on the structure of the teacher training courses, the mental figures for the development of skills and the conception of the measuring instruments.\r\n" alternative_title: - Ergebnisse der Messung pädagogischer Kompetenzen Studierender in Deutschland author: - first_name: Carina full_name: Caruso, Carina id: '23123' last_name: Caruso - first_name: Andreas full_name: Seifert, Andreas last_name: Seifert citation: ama: Caruso C, Seifert A. Inwiefern ist die Professionalisierung in Praxisphasen schulformspezifisch? Österreichische Religionspädagogische Forum. 2022;30(1):239-260. doi:10.30:2022.1.14 apa: Caruso, C., & Seifert, A. (2022). Inwiefern ist die Professionalisierung in Praxisphasen schulformspezifisch? Österreichische Religionspädagogische Forum, 30(1), 239–260. https://doi.org/10.30:2022.1.14 bibtex: '@article{Caruso_Seifert_2022, title={ Inwiefern ist die Professionalisierung in Praxisphasen schulformspezifisch?}, volume={30}, DOI={10.30:2022.1.14}, number={1}, journal={Österreichische Religionspädagogische Forum}, publisher={Universitätsbibliothek Graz}, author={Caruso, Carina and Seifert, Andreas}, year={2022}, pages={239–260} }' chicago: 'Caruso, Carina, and Andreas Seifert. “ Inwiefern ist die Professionalisierung in Praxisphasen schulformspezifisch?” Österreichische Religionspädagogische Forum 30, no. 1 (2022): 239–60. https://doi.org/10.30:2022.1.14.' ieee: 'C. Caruso and A. Seifert, “ Inwiefern ist die Professionalisierung in Praxisphasen schulformspezifisch?,” Österreichische Religionspädagogische Forum, vol. 30, no. 1, pp. 239–260, 2022, doi: 10.30:2022.1.14.' mla: Caruso, Carina, and Andreas Seifert. “ Inwiefern ist die Professionalisierung in Praxisphasen schulformspezifisch?” Österreichische Religionspädagogische Forum, vol. 30, no. 1, Universitätsbibliothek Graz, 2022, pp. 239–60, doi:10.30:2022.1.14. short: C. Caruso, A. Seifert, Österreichische Religionspädagogische Forum 30 (2022) 239–260. date_created: 2023-01-03T12:41:20Z date_updated: 2023-01-06T12:08:14Z doi: 10.30:2022.1.14 intvolume: ' 30' issue: '1' keyword: - Bildungswissenschaftliches Wissen - Kompetenzmessung - Kompetenzselbsteinschätzung - Praxissemester - Professionalisierung / competence measurement - competence self-assessment - educational knowledge - internship - professionalization language: - iso: ger page: 239-260 publication: Österreichische Religionspädagogische Forum publication_identifier: issn: - 1018-1539 publication_status: published publisher: Universitätsbibliothek Graz status: public title: ' Inwiefern ist die Professionalisierung in Praxisphasen schulformspezifisch?' type: journal_article user_id: '86519' volume: 30 year: '2022' ... --- _id: '35137' abstract: - lang: ger text: Im Zentrum dieses Beitrags stehen Ergebnisse der Messung pädagogischer Kompetenzen Studierender. Dabei werden sowohl das bildungswissenschaftliche Wissen als auch die Entwicklung der Kompe­tenzselbsteinschätzungen in den Bereichen Unterrichten, Erziehen, Beurteilen und Innovieren unter Berücksichtigung individueller Voraussetzungen (Alter, Geschlecht, Abiturnote, Bachelornote, Konfession) betrachtet. Um die Ergeb­nisse hinsichtlich ihrer Bedeutung für die Professionalisierung angehender Lehrkräfte diskutieren zu können, wird, den empirischen Erkenntnissen voranstehend, die Bedeutung von Wissen für berufliches Können herausgearbeitet. Daran anschließend werden Hypothesen hergeleitet, die Anlage der Studie sowie die Testinstrumente vorgestellt, die Ergebnisse präsentiert und diskutiert. Die Ergebnisse zeigen, dass die Abitur- und Bachelornote die Varianz hinsichtlich des pädagogischen Wissens aufklären, sich eine signifikante Entwicklung der Kompetenzselbsteinschätzungen angehender Lehrkräfte feststellen lässt, aber sich angehende Religionslehrkräfte kaum von anderen Studierenden unterscheiden. Die Diskussion nimmt u. a. Rückbezug auf die Denkfiguren zur Entwicklung berufli­chen Könnens und benennt Limitationen, die mit der Studie und Kompetenzmessungen verbunden sind. Daran schließt die Formulierung eines Ausblicks an. Der Beitrag zielt insbesondere darauf, repräsentative Ergebnisse der Kompetenzmessung zu präsentieren und dabei potenzielle Einflussfaktoren auf die studentische Kompetenzent­wicklung zu beleuchten. Ein dadurch angereichertes Konglomerat belastbarer Erkenntnisse zielt darauf, langfristig zur Ableitung lehrerbildungsdidaktischer Überlegungen herangezogen werden zu können, die die studentische Professionalisierung unterstützen. - lang: eng text: 'This paper focuses on the results of the measurement of pedagogical competences of students. In doing so, both the knowledge of the educational sciences and the development of competence self-assessments in the fields of teaching, education, assessment andinnovating are taken into account. The study makes use of the following individual requirements: age, sex, Abitur grade, Bachelor grade, Confession. In order to be able to discuss the re-sults regarding their importance for the professionalization of prospective teachers, the importance of knowledge for professional skills is highlighted, preceded by empirical findings. Subsequently, hypotheses are derived, the plan of the study as well as the test instruments are presented, the results presented and discussed. The results show that the Abitur and Bachelor grades clarify the variance in pedagogical knowledge, that there is a significant development in the competence self-assessments of prospective teachers, and that prospective religious teachers are not different from other students. The discussion takes into account, among other things, the ideas for the devel-opment of professional skills and identifies limitations associated with the study. This is followed by the formula-tion of an outlook. The main aim of the paper is to present representative results of the competence measurement and to examine potential influencing factors on student competence development. A conglomerate of resilient knowledge enriched by this aims to be used in the long term to derive teacher training didactic considerations that support student professionalization.' author: - first_name: Carina full_name: Caruso, Carina id: '23123' last_name: Caruso - first_name: Andreas full_name: Seifert, Andreas last_name: Seifert citation: ama: Caruso C, Seifert A. Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller Voraussetzungen. Religionspädagogische Beiträge Journal for Religion in Education . 2022;45(1):3-15. doi:10.20377/rpb-101 apa: Caruso, C., & Seifert, A. (2022). Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller Voraussetzungen. Religionspädagogische Beiträge. Journal for Religion in Education , 45(1), 3–15. https://doi.org/10.20377/rpb-101 bibtex: '@article{Caruso_Seifert_2022, title={Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller Voraussetzungen}, volume={45}, DOI={10.20377/rpb-101}, number={1}, journal={Religionspädagogische Beiträge. Journal for Religion in Education }, publisher={University of Bamberg Press}, author={Caruso, Carina and Seifert, Andreas}, year={2022}, pages={3–15} }' chicago: 'Caruso, Carina, and Andreas Seifert. “Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller Voraussetzungen.” Religionspädagogische Beiträge. Journal for Religion in Education 45, no. 1 (2022): 3–15. https://doi.org/10.20377/rpb-101.' ieee: 'C. Caruso and A. Seifert, “Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller Voraussetzungen,” Religionspädagogische Beiträge. Journal for Religion in Education , vol. 45, no. 1, pp. 3–15, 2022, doi: 10.20377/rpb-101.' mla: Caruso, Carina, and Andreas Seifert. “Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller Voraussetzungen.” Religionspädagogische Beiträge. Journal for Religion in Education , vol. 45, no. 1, University of Bamberg Press, 2022, pp. 3–15, doi:10.20377/rpb-101. short: C. Caruso, A. Seifert, Religionspädagogische Beiträge. Journal for Religion in Education 45 (2022) 3–15. date_created: 2023-01-03T12:45:09Z date_updated: 2023-01-06T12:21:07Z doi: 10.20377/rpb-101 intvolume: ' 45' issue: '1' keyword: - Bildungswissenschaftliches Wissen - Kompetenzmessung - Kompetenzselbsteinschätzung - Praxissemester - Professionalisierung / competence measurement - competence self-assessment - educational knowledge - internship - professionalization language: - iso: ger page: 3-15 publication: 'Religionspädagogische Beiträge. Journal for Religion in Education ' publication_identifier: issn: - 2750 - 3941 publication_status: published publisher: University of Bamberg Press status: public title: Pädagogische Kompetenz als Ausgangspunkt beruflichen Könnens!? Ergebnisse der Kompetenzmessung angehender Lehrkräfte unter Berücksichtigung individueller Voraussetzungen type: journal_article user_id: '86519' volume: 45 year: '2022' ... --- _id: '40046' abstract: - lang: eng text: Theoretical approaches to the transformation towards an inclusive educational system in Germany mostly agree on the involvement of developmental tasks in subject related research (Hinz, 2011). The common understanding of inclusion as a process geared towards equal participation of all children (Booth, 2012) requires a reflexive questioning of established values, attitudes and practices in order to develop inclusive subject related research, teacher training and teaching and learning (Pech & Schomaker, 2013). Among other things, this results in consequences for the design of pre- service teacher training. To a large extent, teacher education is driven by the promotion of central competencies, interests and self-efficacy (Baumert & Kunter, 2011). It aims towards the development and realisation of inclusive interdisciplinary science and social studies (‘Sachunterricht’) in primary education (Moser, 2018). In conjunction with largely acknowledged constructivist approaches to teaching and learning (Möller, 2001), the development of personality, the consideration of basic needs (Deci & Ryan, 1993) and promotion of individual potentials are repeatedly fundamentally represented in subject related and pedagogical considerations (Feuser, 1989; GDSU, 2013). Therefore, the aforementioned constructivist approach is connected to several certain key paradigms for teaching and learning processes (e.g., Vygotskij, 1978; Posner et al., 1982; van de Pol et al., 2010). In this regard, the nature of primary school students’ basic needs have empirically not been sufficiently studied yet. Theoretical frameworks from motivational psychology (Deci & Ryan, 1993) do not explicitly address how individual needs differ and how the diversity of needs can be included in joint-learning, multi-perspective technology education classes. The research project the present paper is part of aims to develop a research-based concept for the professionalisation of pre-service teachers in a seminar course. Therefore, the promotion of the pre- service teachers’ interests and self-efficacy expectations have been assessed in a pre-post research design with a control group visiting another course not related to technology education and inclusion. The present paper describes and discusses first results of the project and will give an outlook on subsequent developmental tasks. author: - first_name: Franz full_name: Schröer, Franz id: '71764' last_name: Schröer - first_name: Claudia full_name: Tenberge, Claudia id: '67302' last_name: Tenberge citation: ama: 'Schröer F, Tenberge C. How to enable pre-service teachers to design technological teaching and learning inclusively? – On the nature and consideration of basic needs in teacher training. In: Gill D, Tuff J, Kennedy T, Pendergast S, Jamil S, eds. PATT39 - PATT on the Edge Technology, Innovation and Education. PATT Proceedings. ; 2022:49-57.' apa: Schröer, F., & Tenberge, C. (2022). How to enable pre-service teachers to design technological teaching and learning inclusively? – On the nature and consideration of basic needs in teacher training. In D. Gill, J. Tuff, T. Kennedy, S. Pendergast, & S. Jamil (Eds.), PATT39 - PATT on the Edge Technology, Innovation and Education (pp. 49–57). bibtex: '@inproceedings{Schröer_Tenberge_2022, place={St. John’s, Newfoundland and Labrador, Canada}, series={PATT Proceedings}, title={How to enable pre-service teachers to design technological teaching and learning inclusively? – On the nature and consideration of basic needs in teacher training}, booktitle={PATT39 - PATT on the Edge Technology, Innovation and Education}, author={Schröer, Franz and Tenberge, Claudia}, editor={Gill, David and Tuff, Jim and Kennedy, Thomas and Pendergast, Shawn and Jamil, Sana}, year={2022}, pages={49–57}, collection={PATT Proceedings} }' chicago: Schröer, Franz, and Claudia Tenberge. “How to Enable Pre-Service Teachers to Design Technological Teaching and Learning Inclusively? – On the Nature and Consideration of Basic Needs in Teacher Training.” In PATT39 - PATT on the Edge Technology, Innovation and Education, edited by David Gill, Jim Tuff, Thomas Kennedy, Shawn Pendergast, and Sana Jamil, 49–57. PATT Proceedings. St. John’s, Newfoundland and Labrador, Canada, 2022. ieee: F. Schröer and C. Tenberge, “How to enable pre-service teachers to design technological teaching and learning inclusively? – On the nature and consideration of basic needs in teacher training,” in PATT39 - PATT on the Edge Technology, Innovation and Education, St. John’s, Newfoundland and Labrador, Canada, 2022, pp. 49–57. mla: Schröer, Franz, and Claudia Tenberge. “How to Enable Pre-Service Teachers to Design Technological Teaching and Learning Inclusively? – On the Nature and Consideration of Basic Needs in Teacher Training.” PATT39 - PATT on the Edge Technology, Innovation and Education, edited by David Gill et al., 2022, pp. 49–57. short: 'F. Schröer, C. Tenberge, in: D. Gill, J. Tuff, T. Kennedy, S. Pendergast, S. Jamil (Eds.), PATT39 - PATT on the Edge Technology, Innovation and Education, St. John’s, Newfoundland and Labrador, Canada, 2022, pp. 49–57.' conference: end_date: 2022-06-24 location: St. John’s, Newfoundland and Labrador, Canada name: PATT39 - PATT on the Edge Technology, Innovation and Education start_date: 2022-06-21 date_created: 2023-01-25T15:13:45Z date_updated: 2023-01-25T15:13:57Z department: - _id: '588' editor: - first_name: David full_name: Gill, David last_name: Gill - first_name: Jim full_name: Tuff, Jim last_name: Tuff - first_name: Thomas full_name: Kennedy, Thomas last_name: Kennedy - first_name: Shawn full_name: Pendergast, Shawn last_name: Pendergast - first_name: Sana full_name: Jamil, Sana last_name: Jamil keyword: - Inclusion - basic needs - pre-service teacher training - interest - self-efficacy language: - iso: eng main_file_link: - url: https://research.edgehill.ac.uk/ws/portalfiles/portal/50821651/patt39_proceedings_june_17_2022.pdf page: 49-57 place: St. John’s, Newfoundland and Labrador, Canada publication: PATT39 - PATT on the Edge Technology, Innovation and Education publication_identifier: unknown: - https://research.edgehill.ac.uk/ws/portalfiles/portal/50821651/patt39_proceedings_june_17_2022.pdf publication_status: published quality_controlled: '1' series_title: PATT Proceedings status: public title: How to enable pre-service teachers to design technological teaching and learning inclusively? – On the nature and consideration of basic needs in teacher training type: conference user_id: '71764' year: '2022' ... --- _id: '36083' author: - first_name: Ioanna full_name: Constantiou, Ioanna last_name: Constantiou - first_name: Alivelu full_name: Mukkamala, Alivelu last_name: Mukkamala - first_name: Mimmi full_name: Sjöklint, Mimmi last_name: Sjöklint - first_name: Matthias full_name: Trier, Matthias id: '72744' last_name: Trier citation: ama: 'Constantiou I, Mukkamala A, Sjöklint M, Trier M. Engaging with self-tracking applications: how do users respond to their performance data? European Journal of Information Systems. Published online 2022:1-21. doi:10.1080/0960085x.2022.2081096' apa: 'Constantiou, I., Mukkamala, A., Sjöklint, M., & Trier, M. (2022). Engaging with self-tracking applications: how do users respond to their performance data? European Journal of Information Systems, 1–21. https://doi.org/10.1080/0960085x.2022.2081096' bibtex: '@article{Constantiou_Mukkamala_Sjöklint_Trier_2022, title={Engaging with self-tracking applications: how do users respond to their performance data?}, DOI={10.1080/0960085x.2022.2081096}, journal={European Journal of Information Systems}, publisher={Informa UK Limited}, author={Constantiou, Ioanna and Mukkamala, Alivelu and Sjöklint, Mimmi and Trier, Matthias}, year={2022}, pages={1–21} }' chicago: 'Constantiou, Ioanna, Alivelu Mukkamala, Mimmi Sjöklint, and Matthias Trier. “Engaging with Self-Tracking Applications: How Do Users Respond to Their Performance Data?” European Journal of Information Systems, 2022, 1–21. https://doi.org/10.1080/0960085x.2022.2081096.' ieee: 'I. Constantiou, A. Mukkamala, M. Sjöklint, and M. Trier, “Engaging with self-tracking applications: how do users respond to their performance data?,” European Journal of Information Systems, pp. 1–21, 2022, doi: 10.1080/0960085x.2022.2081096.' mla: 'Constantiou, Ioanna, et al. “Engaging with Self-Tracking Applications: How Do Users Respond to Their Performance Data?” European Journal of Information Systems, Informa UK Limited, 2022, pp. 1–21, doi:10.1080/0960085x.2022.2081096.' short: I. Constantiou, A. Mukkamala, M. Sjöklint, M. Trier, European Journal of Information Systems (2022) 1–21. date_created: 2023-01-11T12:13:54Z date_updated: 2023-01-29T23:05:59Z department: - _id: '195' doi: 10.1080/0960085x.2022.2081096 keyword: - Library and Information Sciences - Information Systems - Self-Tracking - User Behaviour - Discontinuance language: - iso: eng page: 1-21 publication: European Journal of Information Systems publication_identifier: issn: - 0960-085X - 1476-9344 publication_status: published publisher: Informa UK Limited status: public title: 'Engaging with self-tracking applications: how do users respond to their performance data?' type: journal_article user_id: '14931' year: '2022' ... --- _id: '32565' abstract: - lang: eng text: The family plays an important role in adolescents’ social development. Yet there is little information about the impact of family climate on adolescents’ social adaptation, and the term “family climate” is seldom clearly defined and is usually related to other concepts, such as family systems or family environments. To understand the core of family climate, this study conducted a systematic review to analyze research about family climate associated with adolescents’ social adaptation in community samples. A search of empirical research published over the last 20 years identified 12 relevant studies. The studies revealed that family climate can mainly be described in terms of cohesion, conflict, organization, adaptability, and expressiveness. Family climate was shown to be a good predictor of both problem-solving skills and violence in relationships and exhibited further associations with other aspects of social adaptation. This review revealed a need for more systematic and longitudinal research on family climate in community samples. author: - first_name: Ricarda full_name: Kurock, Ricarda id: '78797' last_name: Kurock - first_name: Nicole full_name: Gruchel, Nicole id: '38556' last_name: Gruchel - first_name: Sabrina full_name: Bonanati, Sabrina last_name: Bonanati - first_name: Heike M. full_name: Buhl, Heike M. id: '27152' last_name: Buhl citation: ama: 'Kurock R, Gruchel N, Bonanati S, Buhl HM. Family Climate and Social Adaptation of Adolescents in Community Samples: A Systematic Review. Adolescent Research Review. Published online 2022. doi:10.1007/s40894-022-00189-2' apa: 'Kurock, R., Gruchel, N., Bonanati, S., & Buhl, H. M. (2022). Family Climate and Social Adaptation of Adolescents in Community Samples: A Systematic Review. Adolescent Research Review. https://doi.org/10.1007/s40894-022-00189-2' bibtex: '@article{Kurock_Gruchel_Bonanati_Buhl_2022, title={Family Climate and Social Adaptation of Adolescents in Community Samples: A Systematic Review}, DOI={10.1007/s40894-022-00189-2}, journal={Adolescent Research Review}, publisher={Springer Science and Business Media LLC}, author={Kurock, Ricarda and Gruchel, Nicole and Bonanati, Sabrina and Buhl, Heike M.}, year={2022} }' chicago: 'Kurock, Ricarda, Nicole Gruchel, Sabrina Bonanati, and Heike M. Buhl. “Family Climate and Social Adaptation of Adolescents in Community Samples: A Systematic Review.” Adolescent Research Review, 2022. https://doi.org/10.1007/s40894-022-00189-2.' ieee: 'R. Kurock, N. Gruchel, S. Bonanati, and H. M. Buhl, “Family Climate and Social Adaptation of Adolescents in Community Samples: A Systematic Review,” Adolescent Research Review, 2022, doi: 10.1007/s40894-022-00189-2.' mla: 'Kurock, Ricarda, et al. “Family Climate and Social Adaptation of Adolescents in Community Samples: A Systematic Review.” Adolescent Research Review, Springer Science and Business Media LLC, 2022, doi:10.1007/s40894-022-00189-2.' short: R. Kurock, N. Gruchel, S. Bonanati, H.M. Buhl, Adolescent Research Review (2022). date_created: 2022-08-03T06:10:07Z date_updated: 2023-12-20T13:37:55Z department: - _id: '427' doi: 10.1007/s40894-022-00189-2 keyword: - Family environment - Family system - Adolescents - Social adaptation - Systematic review language: - iso: eng main_file_link: - open_access: '1' url: https://link.springer.com/content/pdf/10.1007/s40894-022-00189-2.pdf oa: '1' project: - _id: '378' grant_number: 01JD1814A name: 'DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen elterlicher Unterstützung bei der informationsorientierten Internetnutzung' publication: Adolescent Research Review publication_identifier: issn: - 2363-8346 - 2363-8354 publication_status: published publisher: Springer Science and Business Media LLC status: public title: 'Family Climate and Social Adaptation of Adolescents in Community Samples: A Systematic Review' type: journal_article user_id: '78797' year: '2022' ...