---
_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'
...