[{"status":"public","type":"journal_article","article_type":"original","user_id":"49812","department":[{"_id":"208"},{"_id":"282"}],"_id":"56578","citation":{"mla":"Sänger, Niklas. “Evaluation of Digital Competencies - Development of an Instrument for Vocational Teacher Training.” <i>International Journal of Vocational Education Studies</i>, vol. 1, no. 2, 2024, pp. 35–55, doi:<a href=\"https://doi.org/10.14361/ijves-2024-010203\">https://doi.org/10.14361/ijves-2024-010203</a>.","short":"N. Sänger, International Journal of Vocational Education Studies 1 (2024) 35–55.","bibtex":"@article{Sänger_2024, title={Evaluation of Digital Competencies - Development of an Instrument for Vocational Teacher Training}, volume={1}, DOI={<a href=\"https://doi.org/10.14361/ijves-2024-010203\">https://doi.org/10.14361/ijves-2024-010203</a>}, number={2}, journal={International Journal of Vocational Education Studies}, author={Sänger, Niklas}, year={2024}, pages={35–55} }","apa":"Sänger, N. (2024). Evaluation of Digital Competencies - Development of an Instrument for Vocational Teacher Training. <i>International Journal of Vocational Education Studies</i>, <i>1</i>(2), 35–55. <a href=\"https://doi.org/10.14361/ijves-2024-010203\">https://doi.org/10.14361/ijves-2024-010203</a>","ieee":"N. Sänger, “Evaluation of Digital Competencies - Development of an Instrument for Vocational Teacher Training,” <i>International Journal of Vocational Education Studies</i>, vol. 1, no. 2, pp. 35–55, 2024, doi: <a href=\"https://doi.org/10.14361/ijves-2024-010203\">https://doi.org/10.14361/ijves-2024-010203</a>.","chicago":"Sänger, Niklas. “Evaluation of Digital Competencies - Development of an Instrument for Vocational Teacher Training.” <i>International Journal of Vocational Education Studies</i> 1, no. 2 (2024): 35–55. <a href=\"https://doi.org/10.14361/ijves-2024-010203\">https://doi.org/10.14361/ijves-2024-010203</a>.","ama":"Sänger N. Evaluation of Digital Competencies - Development of an Instrument for Vocational Teacher Training. <i>International Journal of Vocational Education Studies</i>. 2024;1(2):35-55. doi:<a href=\"https://doi.org/10.14361/ijves-2024-010203\">https://doi.org/10.14361/ijves-2024-010203</a>"},"intvolume":"         1","page":"35-55","publication_status":"published","doi":"https://doi.org/10.14361/ijves-2024-010203","author":[{"first_name":"Niklas","orcid":"https://orcid.org/0009-0007-2292-9063","last_name":"Sänger","full_name":"Sänger, Niklas","id":"49812"}],"volume":1,"date_updated":"2024-10-10T14:07:29Z","abstract":[{"text":"Approaches to modeling and evaluating teachers’ digital competencies are often based on the TPACK model. However, in-depth analyses of the conceptualization of the model show that the specificities of the so-called dual subject matter of vocational education are not sufficiently represented. This article provides insights into the development and testing of an instrument for teachers’ self-assessment of digital competencies in vocational education.The instrument is based on the structure of TPACK but is adapted in various ways to reflect the specificities of vocational education. The aim of this article is to transfer a conceptual extension oft he TPACK model into an initial instrument\r\nand to analyze it as part of an initial exploration.\r\n","lang":"eng"}],"publication":"International Journal of Vocational Education Studies","language":[{"iso":"eng"}],"keyword":["Digital Competencies","Dual Subject Matter","Evaluation","TPACK","Vocational Teacher Training"],"year":"2024","issue":"2","quality_controlled":"1","title":"Evaluation of Digital Competencies - Development of an Instrument for Vocational Teacher Training","date_created":"2024-10-10T14:07:19Z"},{"year":"2024","issue":"10","quality_controlled":"1","title":"Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera","date_created":"2024-02-08T08:12:25Z","publisher":"Universidad Autónoma del Estado de Hidalgo, Mexico","abstract":[{"text":"This study investigates the teaching methods that future teachers of German as a foreign language use in cultural mediation. Utilizing a qualitative and hermeneutic approach, it analyzes data from a teacher-training module of the International Master's in German as a Foreign/Second Language that Friedrich Schiller University Jena in Germany offers. Participants taught an online course to students from a Japanese university, which focused on cultural learning. Within the teacher training module, the participants discussed their lesson plans, conducted classes, and subsequently reflected on their teaching practices by exploring and critiquing the practical application of their teaching skills. The analysis, which was conducted using qualitative evaluative content analysis following Kuckartz's (2018) approach, revealed a preference for distributive/instructive methods, with some recognition of interactive and collaborative methods. A tendency towards both repetitive and reflective practices was evident, with a predominant focus on content that was specific to a supposed target culture rather than intercultural or transcultural content. The study highlights the need to balance knowledge transmission with the development of critical and reflective skills in cultural mediation. It emphasizes the importance of incorporating collaborative and interactive methods, which promote a critical attitude that is necessary in language teachers and learners. In conclusion, this study advocates adaptive and reflective teaching as an essential component in the training of future language teachers in globalized contexts.","lang":"eng"}],"publication":"Revista Lengua y Cultura","language":[{"iso":"spa"}],"keyword":["cultural mediation","teacher training","foreign language teaching","teaching methods","teaching practice"],"citation":{"short":"A. Treder, Revista Lengua y Cultura 5 (2024) 56–68.","bibtex":"@article{Treder_2024, title={Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera}, volume={5}, DOI={<a href=\"https://doi.org/10.29057/lc.v5i10.12379\">https://doi.org/10.29057/lc.v5i10.12379</a>}, number={10}, journal={Revista Lengua y Cultura}, publisher={Universidad Autónoma del Estado de Hidalgo, Mexico}, author={Treder, Alexandra}, year={2024}, pages={56–68} }","mla":"Treder, Alexandra. “Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera.” <i>Revista Lengua y Cultura</i>, vol. 5, no. 10, Universidad Autónoma del Estado de Hidalgo, Mexico, 2024, pp. 56–68, doi:<a href=\"https://doi.org/10.29057/lc.v5i10.12379\">https://doi.org/10.29057/lc.v5i10.12379</a>.","apa":"Treder, A. (2024). Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera. <i>Revista Lengua y Cultura</i>, <i>5</i>(10), 56–68. <a href=\"https://doi.org/10.29057/lc.v5i10.12379\">https://doi.org/10.29057/lc.v5i10.12379</a>","ama":"Treder A. Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera. <i>Revista Lengua y Cultura</i>. 2024;5(10):56–68. doi:<a href=\"https://doi.org/10.29057/lc.v5i10.12379\">https://doi.org/10.29057/lc.v5i10.12379</a>","chicago":"Treder, Alexandra. “Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera.” <i>Revista Lengua y Cultura</i> 5, no. 10 (2024): 56–68. <a href=\"https://doi.org/10.29057/lc.v5i10.12379\">https://doi.org/10.29057/lc.v5i10.12379</a>.","ieee":"A. Treder, “Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera,” <i>Revista Lengua y Cultura</i>, vol. 5, no. 10, pp. 56–68, 2024, doi: <a href=\"https://doi.org/10.29057/lc.v5i10.12379\">https://doi.org/10.29057/lc.v5i10.12379</a>."},"intvolume":"         5","page":"56–68","publication_status":"published","main_file_link":[{"open_access":"1","url":"https://repository.uaeh.edu.mx/revistas/index.php/lc/article/view/12379/11161"}],"doi":"https://doi.org/10.29057/lc.v5i10.12379","author":[{"first_name":"Alexandra","orcid":"0009-0003-9045-5964","last_name":"Treder","id":"95412","full_name":"Treder, Alexandra"}],"volume":5,"oa":"1","date_updated":"2025-02-07T13:44:53Z","status":"public","type":"journal_article","alternative_title":["Methods of cultural mediation in the practical training of fute teachers of German as a Foreign Language"],"article_type":"original","user_id":"95412","department":[{"_id":"937"}],"_id":"51270"},{"date_created":"2023-01-06T11:31:52Z","publisher":"wbv","title":"Das Belastungserleben von Lehramtsanwärterinnen und -anwärtern im Vorbereitungsdienst","year":"2022","language":[{"iso":"ger"}],"keyword":["Corona-Pandemie","Lehramtsanwärter:innen","Lehrer:innenausbildung","Professionalisierung","Vorbereitungsdienst / corona pandemic","prospective teachers","teacher training","professionalization","preparatory service"],"publication":"Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern","abstract":[{"lang":"ger","text":"Die Ausbildung von Lehrkräften teilt sich in Studium und Vorbereitungsdienst. Während im Studium Wissen grundgelegt wird, dient der Vorbereitungsdienst, der überwiegend in der Schule stattfindet, dem Erwerb praktischer Kompetenzen, was den Rückbezug auf theoretisch fundierte Kenntnisse und den Aufbau erfahrungsbasierten Wissens umfasst. Die Maßnahmen zur Eindämmung der Corona-Pandemie verändern nicht nur den Schulalltag, sondern haben auch Einfluss auf die Kompetenzentwicklung angehender Lehrkräfte im Vorbereitungsdienst, die ihre Berufsausbildung unter veränderten Rahmenbedingungen durchführen müssen. Die aktuellen Rahmenbedingungen können u. a. aufgrund fehlender bzw. eingeschränkter Praxiserfahrungen eine reguläre Ausbildung erschweren, was zu einem erhöhten Belastungsempfinden der angehenden Lehrkräfte beitragen kann. In diesem Beitrag wird Bezug genommen auf Daten einer explorativen Interviewstudie mit Lehramtsanwärterinnen und -anwärtern aus Nordrhein-Westfalen (N = 19), die während der Pandemie im Jahr 2020 ihren Vorbereitungsdienst absolviert haben. Es wird dabei den Fragen nachgegangen, welche Belastungsfaktoren im Zusammenhang mit der Corona-Pandemie während des Vorbereitungsdienstes auftreten können und inwieweit sich angehende Lehrkräfte während ihres Vorbereitungsdienstes vor dem Hintergrund der aktuellen Rahmenbedingungen infolge der Corona-Pandemie als belastet erleben."},{"lang":"eng","text":"Teacher education is divided into studies and preparatory service. While knowledge is acquired during studies, the preparatory service, which takes place predominantly in schools, serves to acquire practical competencies, which include reference to theoretical knowledge and the development of experience-based knowledge. The measures to contain the corona pandemic not only change everyday school life but also have an impact on the competence development of prospective teachers in preparatory service, who have to carry out their professional training under changed boundary conditions. Among other things, the current boundary conditions can make regular training more difficult due to a lack of or limited practical experience, which then can contribute to an increased feeling of stress among prospective teachers. This article refers to data from an explorative interview study with prospective teachers from North Rhine-Westphalia (N = 19) who completed their preparatory service during the pandemic in the year 2020. It is discussed which stress factors can occur in connection with the corona pandemic during preparatory service and to what extent prospective teachers experience themselves as stressed during their preparatory service against the background of the current boundary conditions as a result of the corona pandemic."}],"volume":65,"author":[{"first_name":"Marike","full_name":"Bruns, Marike","last_name":"Bruns"},{"first_name":"Carina","last_name":"Caruso","full_name":"Caruso, Carina","id":"23123"},{"full_name":"Ackermann, Luisa","last_name":"Ackermann","first_name":"Luisa"}],"date_updated":"2023-01-06T12:16:11Z","doi":"10.3278/9783763972579","publication_identifier":{"eisbn":["978-3-7639-7257-9"],"isbn":["978-3-7639-7146-6"]},"publication_status":"published","page":"191–209","intvolume":"        65","citation":{"ama":"Bruns M, Caruso C, Ackermann L. Das Belastungserleben von Lehramtsanwärterinnen und -anwärtern im Vorbereitungsdienst. In: Heisler D, Maier J, eds. <i>Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern</i>. Vol 65. Berufsbildung, Arbeit und Innovation. wbv; 2022:191–209. doi:<a href=\"https://doi.org/10.3278/9783763972579\">10.3278/9783763972579</a>","chicago":"Bruns, Marike, Carina Caruso, and Luisa Ackermann. “Das Belastungserleben von Lehramtsanwärterinnen und -anwärtern im Vorbereitungsdienst.” In <i>Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern</i>, edited by Dietmar  Heisler and Jörg  Maier, 65:191–209. Berufsbildung, Arbeit und Innovation. Bielefeld: wbv, 2022. <a href=\"https://doi.org/10.3278/9783763972579\">https://doi.org/10.3278/9783763972579</a>.","ieee":"M. Bruns, C. Caruso, and L. Ackermann, “Das Belastungserleben von Lehramtsanwärterinnen und -anwärtern im Vorbereitungsdienst,” in <i>Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern</i>, vol. 65, D. Heisler and J. Maier, Eds. Bielefeld: wbv, 2022, pp. 191–209.","bibtex":"@inbook{Bruns_Caruso_Ackermann_2022, place={Bielefeld}, series={Berufsbildung, Arbeit und Innovation}, title={Das Belastungserleben von Lehramtsanwärterinnen und -anwärtern im Vorbereitungsdienst}, volume={65}, DOI={<a href=\"https://doi.org/10.3278/9783763972579\">10.3278/9783763972579</a>}, booktitle={Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern}, publisher={wbv}, author={Bruns, Marike and Caruso, Carina and Ackermann, Luisa}, editor={Heisler, Dietmar  and Maier, Jörg }, year={2022}, pages={191–209}, collection={Berufsbildung, Arbeit und Innovation} }","short":"M. Bruns, C. Caruso, L. Ackermann, in: D. Heisler, J. Maier (Eds.), Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern, wbv, Bielefeld, 2022, pp. 191–209.","mla":"Bruns, Marike, et al. “Das Belastungserleben von Lehramtsanwärterinnen und -anwärtern im Vorbereitungsdienst.” <i>Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern</i>, edited by Dietmar  Heisler and Jörg  Maier, vol. 65, wbv, 2022, pp. 191–209, doi:<a href=\"https://doi.org/10.3278/9783763972579\">10.3278/9783763972579</a>.","apa":"Bruns, M., Caruso, C., &#38; Ackermann, L. (2022). Das Belastungserleben von Lehramtsanwärterinnen und -anwärtern im Vorbereitungsdienst. In D. Heisler &#38; J. Maier (Eds.), <i>Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern</i> (Vol. 65, pp. 191–209). wbv. <a href=\"https://doi.org/10.3278/9783763972579\">https://doi.org/10.3278/9783763972579</a>"},"place":"Bielefeld","series_title":"Berufsbildung, Arbeit und Innovation","user_id":"86519","_id":"35324","alternative_title":["Explorative Ergebnisse zur durch die Corona-Pandemie veränderten Ausbildungssituation"],"type":"book_chapter","status":"public","editor":[{"first_name":"Dietmar ","full_name":"Heisler, Dietmar ","last_name":"Heisler"},{"first_name":"Jörg ","full_name":"Maier, Jörg ","last_name":"Maier"}]},{"type":"journal_article","publication":"Zeitschrift für Erziehungswissenschaft","status":"public","abstract":[{"text":"In der Mehrheit der deutschen Bundesländer ist ein Langzeitpraktikum (Praxissemester) Bestandteil der Lehramtsstudiengänge. Es zielt insbesondere darauf, Theorie und Praxis miteinander in Beziehung zu setzen. Trotz der gewichtigen Rolle, die den Mentor*innen dabei zugeschrieben wird, ist deren Perspektive noch wenig untersucht. Die empirisch auffindbaren Unterschiede in der Betreuung Studierender könnten u. a. auf unterschiedliche Vorstellungen von der Beziehung zwischen Theorie und Praxis seitens der Mentor*innen zurückzuführen sein. Diese Vorstellungen interessieren in der im Folgenden dargestellten explorativen Interviewstudie, deren Daten einer strukturierenden Inhaltsanalyse unterzogen wurden. Nachstehenden Forschungsfragen wird nachgegangen:\r\n\r\n1) Sind die Mentor*innen auf die Aufgabe der Verknüpfung von Theorie und Praxis vorbereitet?\r\n\r\n2) Werden in den Erzählungen der Mentor*innen zu gelingenden und misslingenden Betreuungserfahrungen Theorie-Praxis-Relationierungsfiguren sichtbar, wenn ja, welche und zeigen sich Bemühungen der Verknüpfung von Theorie und Praxis?\r\n\r\n3) Werden in den Erzählungen der Mentor*innen zur eigenen Lerngeschichte Theorie-Praxis-Relationierungsfiguren sichtbar, wenn ja, welche und welche relative Rolle spielt das Ausbildungswissen aus Sicht der Mentor*innen für die Entwicklung ihres Könnens?\r\n\r\n4) Welches Wissensverständnis der Mentor*innen zeigt sich in den Transkripten und welche Relevanz wird Wissen im Vergleich zu Erfahrung, Reflexion von Erfahrung und Persönlichkeit zugeschrieben?\r\n\r\nEs zeigt sich, dass die Mentor*innen das Theorie-Praxis-Verhältnis in den Gesprächen selten thematisieren, die Begriffe „Wissen“ und „Können“ synonym verwenden und der Erfahrung für die Entwicklung von Können eine höhere Relevanz beimessen als dem didaktischen und pädagogischen Ausbildungswissen.\r\n","lang":"ger"},{"lang":"eng","text":"In most of the German federal states, a long-term internship is part of teacher education at universities. Notably, an internship aims to relate theory and practice. Despite the important role attributed to mentors, only little is known about their perspective. According to previous results, the mentoring of students varies. This could be due, among others, to different ideas about the relationship between theory and practice. The explorative interview study presented below is therefore dedicated to mentors’ ideas of the relationship between theory and practice. The following research questions were investigated:\r\n\r\n1) Are the mentors prepared for the task of linking theory and practice?\r\n\r\n2) Do the mentors’ stories on successful and unsuccessful mentoring experiences reveal theory-practice-relational figures, if so, which and do efforts to relate theory and practice become apparent?\r\n\r\n3) Do theory-practice-relational figures become visible in the mentors’ narratives on their own learning history, if so, what and what relative role does knowledge play from the mentors’ perspective in the context of their skill development?\r\n\r\n4) What understanding of knowledge of the mentors is reflected in the transcripts and what relevance is attributed to knowledge in comparison to experience, reflection of experience and personality?\r\n\r\nThe results show that the mentors rarely address the theory-practice relationship, use the term “knowledge” to name both knowing that and knowing how, and attach greater relevance to experience for skill development than to didactic and pedagogical knowledge."}],"user_id":"86519","_id":"35112","alternative_title":["Eine explorative Studie"],"language":[{"iso":"ger"}],"keyword":["Lehrer*innenbildung","Mentoring","Praxissemester","Professionalisierung","Theorie-Praxis-Relationierung / Teacher training","Mentoring","Internship","Professionalization","Theory-practice-relation"],"publication_status":"published","citation":{"bibtex":"@article{Caruso_Neuweg_Wagner_Harteis_2022, title={Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen.}, DOI={<a href=\"https://doi.org/10.1007/s11618-022-01123-x\">10.1007/s11618-022-01123-x</a>}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer }, author={Caruso, Carina and Neuweg, Georg Hans and Wagner, Michael  and Harteis, Christian}, year={2022} }","mla":"Caruso, Carina, et al. “Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen.” <i>Zeitschrift für Erziehungswissenschaft</i>, Springer , 2022, doi:<a href=\"https://doi.org/10.1007/s11618-022-01123-x\">10.1007/s11618-022-01123-x</a>.","short":"C. Caruso, G.H. Neuweg, M. Wagner, C. Harteis, Zeitschrift für Erziehungswissenschaft (2022).","apa":"Caruso, C., Neuweg, G. H., Wagner, M., &#38; Harteis, C. (2022). Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen. <i>Zeitschrift für Erziehungswissenschaft</i>. <a href=\"https://doi.org/10.1007/s11618-022-01123-x\">https://doi.org/10.1007/s11618-022-01123-x</a>","chicago":"Caruso, Carina, Georg Hans Neuweg, Michael  Wagner, and Christian Harteis. “Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen.” <i>Zeitschrift für Erziehungswissenschaft</i>, 2022. <a href=\"https://doi.org/10.1007/s11618-022-01123-x\">https://doi.org/10.1007/s11618-022-01123-x</a>.","ieee":"C. Caruso, G. H. Neuweg, M. Wagner, and C. Harteis, “Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen.,” <i>Zeitschrift für Erziehungswissenschaft</i>, 2022, doi: <a href=\"https://doi.org/10.1007/s11618-022-01123-x\">10.1007/s11618-022-01123-x</a>.","ama":"Caruso C, Neuweg GH, Wagner M, Harteis C. Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen. <i>Zeitschrift für Erziehungswissenschaft</i>. Published online 2022. doi:<a href=\"https://doi.org/10.1007/s11618-022-01123-x\">10.1007/s11618-022-01123-x</a>"},"year":"2022","author":[{"first_name":"Carina","last_name":"Caruso","id":"23123","full_name":"Caruso, Carina"},{"full_name":"Neuweg, Georg Hans","last_name":"Neuweg","first_name":"Georg Hans"},{"full_name":"Wagner, Michael ","last_name":"Wagner","first_name":"Michael "},{"first_name":"Christian","full_name":"Harteis, Christian","id":"27503","last_name":"Harteis","orcid":"https://orcid.org/0000-0002-3570-7626"}],"date_created":"2023-01-02T17:03:58Z","date_updated":"2024-08-23T12:08:13Z","publisher":"Springer ","doi":"10.1007/s11618-022-01123-x","title":"Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen."},{"publication_status":"published","publication_identifier":{"unknown":["https://research.edgehill.ac.uk/ws/portalfiles/portal/50821651/patt39_proceedings_june_17_2022.pdf"]},"citation":{"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 <i>PATT39 - PATT on the Edge Technology, Innovation and Education</i>, 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 <i>PATT39 - PATT on the Edge Technology, Innovation and Education</i>, St. John’s, Newfoundland and Labrador, Canada, 2022, pp. 49–57.","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. <i>PATT39 - PATT on the Edge Technology, Innovation and Education</i>. PATT Proceedings. ; 2022:49-57.","apa":"Schröer, F., &#38; 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, &#38; S. Jamil (Eds.), <i>PATT39 - PATT on the Edge Technology, Innovation and Education</i> (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.” <i>PATT39 - PATT on the Edge Technology, Innovation and Education</i>, 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.","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} }"},"page":"49-57","place":"St. John’s, Newfoundland and Labrador, Canada","author":[{"last_name":"Schröer","id":"71764","full_name":"Schröer, Franz","first_name":"Franz"},{"first_name":"Claudia","last_name":"Tenberge","id":"67302","full_name":"Tenberge, Claudia"}],"date_updated":"2023-01-25T15:13:57Z","main_file_link":[{"url":"https://research.edgehill.ac.uk/ws/portalfiles/portal/50821651/patt39_proceedings_june_17_2022.pdf"}],"conference":{"start_date":"2022-06-21","name":"PATT39 - PATT on the Edge Technology, Innovation and Education","location":"St. John’s, Newfoundland and Labrador, Canada","end_date":"2022-06-24"},"type":"conference","status":"public","editor":[{"last_name":"Gill","full_name":"Gill, David","first_name":"David"},{"first_name":"Jim","full_name":"Tuff, Jim","last_name":"Tuff"},{"last_name":"Kennedy","full_name":"Kennedy, Thomas","first_name":"Thomas"},{"last_name":"Pendergast","full_name":"Pendergast, Shawn","first_name":"Shawn"},{"first_name":"Sana","full_name":"Jamil, Sana","last_name":"Jamil"}],"series_title":"PATT Proceedings","user_id":"71764","department":[{"_id":"588"}],"_id":"40046","quality_controlled":"1","year":"2022","date_created":"2023-01-25T15:13:45Z","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","publication":"PATT39 - PATT on the Edge Technology, Innovation and Education","abstract":[{"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.","lang":"eng"}],"language":[{"iso":"eng"}],"keyword":["Inclusion","basic needs","pre-service teacher training","interest","self-efficacy"]},{"_id":"29298","user_id":"32312","series_title":"Berufsbildung, Arbeit und Innovation","department":[{"_id":"67"}],"editor":[{"first_name":"Thomas","full_name":"Vollmer, Thomas","last_name":"Vollmer"},{"last_name":"Karges","full_name":"Karges, Torben","first_name":"Torben"},{"first_name":"Tim","full_name":"Richter, Tim","last_name":"Richter"},{"first_name":"Britta","last_name":"Schlömer","full_name":"Schlömer, Britta"},{"last_name":"Schütt-Sayed","full_name":"Schütt-Sayed, Sören","first_name":"Sören"}],"status":"public","type":"conference","main_file_link":[{"url":"https://library.oapen.org/handle/20.500.12657/43933","open_access":"1"}],"conference":{"name":"20. Hochschultage Berufliche Bildung (HTBB) \"Digitale Welt - Bildung und Arbeit in Transformationsgesellschaften\".","start_date":"2019-03-11","end_date":"2019-03-13","location":"Siegen"},"doi":"https://doi.org/10.3278/6004722w","date_updated":"2022-01-12T17:04:10Z","oa":"1","author":[{"first_name":"Simone Anna","full_name":"Opel, Simone Anna","id":"72932","last_name":"Opel"},{"first_name":"Michael","last_name":"Schlichtig","id":"32312","full_name":"Schlichtig, Michael"}],"volume":55,"place":"Bielefeld","citation":{"ieee":"S. A. Opel and M. Schlichtig, “Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II,” in <i>Sammelband der 27. Fachtagung der BAG Berufliche Bildung</i>, Siegen, 2020, vol. 55, pp. 176–194, doi: <a href=\"https://doi.org/10.3278/6004722w\">https://doi.org/10.3278/6004722w</a>.","chicago":"Opel, Simone Anna, and Michael Schlichtig. “Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II.” In <i>Sammelband der 27. Fachtagung der BAG Berufliche Bildung</i>, edited by Thomas Vollmer, Torben Karges, Tim Richter, Britta Schlömer, and Sören Schütt-Sayed, 55:176–94. Berufsbildung, Arbeit und Innovation. Bielefeld: wbv Media GmbH &#38; Co. KG, 2020. <a href=\"https://doi.org/10.3278/6004722w\">https://doi.org/10.3278/6004722w</a>.","ama":"Opel SA, Schlichtig M. Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II. In: Vollmer T, Karges T, Richter T, Schlömer B, Schütt-Sayed S, eds. <i>Sammelband der 27. Fachtagung der BAG Berufliche Bildung</i>. Vol 55. Berufsbildung, Arbeit und Innovation. wbv Media GmbH &#38; Co. KG; 2020:176-194. doi:<a href=\"https://doi.org/10.3278/6004722w\">https://doi.org/10.3278/6004722w</a>","apa":"Opel, S. A., &#38; Schlichtig, M. (2020). Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II. In T. Vollmer, T. Karges, T. Richter, B. Schlömer, &#38; S. Schütt-Sayed (Eds.), <i>Sammelband der 27. Fachtagung der BAG Berufliche Bildung</i> (Vol. 55, pp. 176–194). wbv Media GmbH &#38; Co. KG. <a href=\"https://doi.org/10.3278/6004722w\">https://doi.org/10.3278/6004722w</a>","mla":"Opel, Simone Anna, and Michael Schlichtig. “Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II.” <i>Sammelband der 27. Fachtagung der BAG Berufliche Bildung</i>, edited by Thomas Vollmer et al., vol. 55, wbv Media GmbH &#38; Co. KG, 2020, pp. 176–94, doi:<a href=\"https://doi.org/10.3278/6004722w\">https://doi.org/10.3278/6004722w</a>.","bibtex":"@inproceedings{Opel_Schlichtig_2020, place={Bielefeld}, series={Berufsbildung, Arbeit und Innovation}, title={Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II}, volume={55}, DOI={<a href=\"https://doi.org/10.3278/6004722w\">https://doi.org/10.3278/6004722w</a>}, booktitle={Sammelband der 27. Fachtagung der BAG Berufliche Bildung}, publisher={wbv Media GmbH &#38; Co. KG}, author={Opel, Simone Anna and Schlichtig, Michael}, editor={Vollmer, Thomas and Karges, Torben and Richter, Tim and Schlömer, Britta and Schütt-Sayed, Sören}, year={2020}, pages={176–194}, collection={Berufsbildung, Arbeit und Innovation} }","short":"S.A. Opel, M. Schlichtig, in: T. Vollmer, T. Karges, T. Richter, B. Schlömer, S. Schütt-Sayed (Eds.), Sammelband der 27. Fachtagung der BAG Berufliche Bildung, wbv Media GmbH &#38; Co. KG, Bielefeld, 2020, pp. 176–194."},"intvolume":"        55","page":"176-194","publication_status":"published","keyword":["Berufsbildung","vocational education","Ausbildung","training","berufliche Weiterbildung","advanced vocational education","Digitalisierung","digitalization","Unterricht","teaching","Lehrmethode","teaching method","Interdisziplinarität","interdisciplinarity","Fachdidaktik","subject didactics","Curriculum","curriculum","gewerblich-technischer Beruf","vocational/technical occupation","Fachkraft","specialist","Qualifikationsanforderungen","qualification requirements","Kompetenz","competence","Lehrerbildung","teacher training","Bundesrepublik Deutschland","Federal Republic of Germany"],"language":[{"iso":"ger"}],"abstract":[{"lang":"ger","text":"Die Themen „Big Data“, „Künstliche Intelligenz und „Data Science“ werden seit einiger Zeit nicht nur in der breiten Öffentlichkeit kontrovers diskutiert, sondern stellen für die Ausbildung in den IT- und IT-nahen Berufen schon heute neue Herausforderungen dar, die in Zukunft durch die gesellschaftliche und technologische Weiterentwicklung hin zu einer Datengesellschaft noch größer werden.\r\nAn dieser Stelle stellt sich die Frage, welche Aspekte dieses großen Themenkomplexes für Schule und Ausbildung von Wichtigkeit sind und wie diese Themen sinnstiftend und gewinnbringend in die informatische Ausbildung in verschiedenen Bildungsgängen integriert werden können. Im Rahmen des von uns im Jahr 2017 organisierten Symposiums zum Thema „Data Science“ wurden für die Bildung relevante Aspekte erörtert, wodurch als Kernelemente für den Unterricht Algorithmen der Künstlichen Intelligenz und ihre Anwendung in Industrie und Gesellschaft, Explorationen von Big Data sowie der Umgang mit eigenen Daten in sozialen Netzwerken herausgearbeitet wurden. Ziel ist, aus diesen Themenbereichen sowohl ein umfassendes Curriculum als auch Module für verschiedene Unterrichtsszenarien zu entwickeln und zu erproben. Durch diese Materialien soll es Lehrkräften aus der Informatik, Mathematik oder Technik ermöglicht werden, diese Themen auf Basis des Curriculums und der erprobten Unterrichtskonzepte selbst zu unterrichten.\r\nHierfür wurde im Rahmen des Projekts ProDaBi (Projekt Data Science und Big Data in der Schule, https://www.prodabi.de), initiiert von der Telekom Stiftung, ein experimenteller Projektkurs entwickelt, den wir mit Schüler:innen der Sekundarstufe II an der Universität Paderborn im Schuljahr 2018/19 durchführten. Dieser Kurs enthält neben einem Modul zur Exploration von Big Data und einem weiteren Modul zum Maschinellen Lernen als Teil der Künstlichen Intelligenz auch eine Projektphase, die es in Zusammenarbeit mit lokalen Unternehmen den Schüler:innen\r\nermöglicht, das Erlernte in ein reales Data Science-Projekt einzubringen. Aus den Erfahrungen dieses Projektkurses sowie den parallel durchgeführten Erprobungen einzelner Bausteine auch mit beruflichen Schulen werden ab dem Schuljahr 2019/20 die hierfür verwendeten Materialien weiterentwickelt und weiteren Kooperationspartnern zur Erprobung zur Verfügung gestellt. Damit wurden zum Ende des Projekts nicht nur vollständige Unterrichtsmaterialien, sondern auch ein umfassendes Curriculum entwickelt."},{"text":"The topics ”Big Data”, “Artificial Intelligence” and “Data Science” are controversially discussed among the general public, but they present new challenges for training in IT and IT-related professions. These challenges will become more important in the future as a result of further social and technological development towards a data society.\r\nAt this point, the question arises as to which aspects of this large complex of topics are important for school and education, and how these topics can be integrated in a meaningful and profitable way into informatics education in vocational education. In 2017, we organized a symposium towards the topic “Data Science” and discussed relevant aspects for general and vocational education. Algorithms of artificial intelligence and their application in industry and society, explorations of Big Data as well as the handling of one's own data in social networks were worked out as core elements for teaching. For this reason, our aim is to develop a comprehensive curriculum on this topic from these subject areas and to develop and test modules for various teaching scenarios in order to enable teachers from computer science, mathematics or technology to teach these topics themselves.\r\nFor this purpose, an experimental project course was developed within the framework of the ProDaBi project (Project Data Science and Big Data at School, https://www.prodabi.de), which we conducted with students from upper secondary classes at the University of Paderborn in the school year 2018/19. In this course we try to address all these aspects. This course consists of several modules: One module has been designed to teach the exploration of Big Data. Another module encompasses aspects of machine learning as part of artificial intelligence. The course concludes in a project phase which, in cooperation with local companies, will enable the students to apply what they have learned into a real Data Science project. Based on the experiences of this project course and the parallel testing of individual modules with vocational schools, we will further develop the material and make it available to other cooperation partners for testing, so that not only complete teaching materials but also a comprehensive curriculum will have been developed until the end of the project.","lang":"eng"}],"publication":"Sammelband der 27. Fachtagung der BAG Berufliche Bildung","title":"Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II","publisher":"wbv Media GmbH & Co. KG","date_created":"2022-01-12T16:43:38Z","year":"2020"},{"publication_identifier":{"issn":["2219-6994"]},"publication_status":"published","issue":"1","year":"2020","page":"195-208","intvolume":"        15","citation":{"chicago":"Caruso, Carina, and Alexander Martin. “Anforderungen an Studienordnungen in einer digital vernetzten Welt.” <i>Zeitschrift für Hochschulentwicklung </i> 15, no. 1 (2020): 195–208. <a href=\"https://doi.org/10.3217/zfhe-15-01/10\">https://doi.org/10.3217/zfhe-15-01/10</a>.","ieee":"C. Caruso and A. Martin, “Anforderungen an Studienordnungen in einer digital vernetzten Welt,” <i>Zeitschrift für Hochschulentwicklung </i>, vol. 15, no. 1, pp. 195–208, 2020, doi: <a href=\"https://doi.org/10.3217/zfhe-15-01/10\">10.3217/zfhe-15-01/10</a>.","ama":"Caruso C, Martin A. Anforderungen an Studienordnungen in einer digital vernetzten Welt. <i>Zeitschrift für Hochschulentwicklung </i>. 2020;15(1):195-208. doi:<a href=\"https://doi.org/10.3217/zfhe-15-01/10\">10.3217/zfhe-15-01/10</a>","bibtex":"@article{Caruso_Martin_2020, title={Anforderungen an Studienordnungen in einer digital vernetzten Welt}, volume={15}, DOI={<a href=\"https://doi.org/10.3217/zfhe-15-01/10\">10.3217/zfhe-15-01/10</a>}, number={1}, journal={Zeitschrift für Hochschulentwicklung }, author={Caruso, Carina and Martin, Alexander}, year={2020}, pages={195–208} }","mla":"Caruso, Carina, and Alexander Martin. “Anforderungen an Studienordnungen in einer digital vernetzten Welt.” <i>Zeitschrift für Hochschulentwicklung </i>, vol. 15, no. 1, 2020, pp. 195–208, doi:<a href=\"https://doi.org/10.3217/zfhe-15-01/10\">10.3217/zfhe-15-01/10</a>.","short":"C. Caruso, A. Martin, Zeitschrift für Hochschulentwicklung  15 (2020) 195–208.","apa":"Caruso, C., &#38; Martin, A. (2020). Anforderungen an Studienordnungen in einer digital vernetzten Welt. <i>Zeitschrift für Hochschulentwicklung </i>, <i>15</i>(1), 195–208. <a href=\"https://doi.org/10.3217/zfhe-15-01/10\">https://doi.org/10.3217/zfhe-15-01/10</a>"},"date_updated":"2023-01-06T12:05:35Z","volume":15,"author":[{"first_name":"Carina","id":"23123","full_name":"Caruso, Carina","last_name":"Caruso"},{"first_name":"Alexander","full_name":"Martin, Alexander","last_name":"Martin"}],"date_created":"2023-01-05T14:08:39Z","title":"Anforderungen an Studienordnungen in einer digital vernetzten Welt","doi":"10.3217/zfhe-15-01/10","publication":"Zeitschrift für Hochschulentwicklung ","type":"journal_article","abstract":[{"lang":"ger","text":"Der Beitrag widmet sich der Frage, wie lehrer*innenbildende Hochschulen der Digitalisierung auf der Ebene der Überarbeitung und Anpassung von Studienordnungen begegnen können. Ziel des interdisziplinären Vorhabens ist es, ausgehend von einer Inhaltsanalyse nordrhein-westfälischer Studienordnungen einen Kriterien- bzw. Fragenkatalog zu entwickeln, der diejenigen bildungspolitischen Vorgaben zur Verankerung digitaler Kompetenz fasst, die künftigen Akkreditierungen von Studiengängen zugrunde liegen werden und der fach- und standortübergreifend eingesetzt werden kann.\r\n"},{"lang":"eng","text":"This paper addresses the question of how teaching colleges can take digitalisation into account at the level of the revision and adaptation of study regulations. The aim of the interdisciplinary project was to develop a catalog of criteria and questions based on a content analysis of study regulations. The catalog must meet the educational policy requirements for anchoring digital literacy, and it will provide the basis for the future accreditation of study programs across disciplines and locations.\r\n"}],"status":"public","_id":"35300","user_id":"86519","keyword":["Studienordnungen","Digitalisierung","Lehrer*innenbildung","Professionalisierung / study regulations","digitalisation","teacher training","professionalisation"],"language":[{"iso":"ger"}]},{"type":"journal_article","status":"public","department":[{"_id":"479"}],"user_id":"77753","_id":"39817","publication_identifier":{"eissn":["2064-2199"]},"has_accepted_license":"1","publication_status":"published","intvolume":"        10","page":"232-251","citation":{"short":"B. Kottmann, C. Pieper, Hungarian Educational Research Journal 10 (2020) 232–251.","bibtex":"@article{Kottmann_Pieper_2020, title={Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases}, volume={10}, DOI={<a href=\"https://doi.org/10.1556/063.2020.00022\">10.1556/063.2020.00022</a>}, number={3}, journal={Hungarian Educational Research Journal}, author={Kottmann, Brigitte and Pieper, Catania}, year={2020}, pages={232–251} }","mla":"Kottmann, Brigitte, and Catania Pieper. “Project ‘Schule Für Alle’ as a Mentoring Programme in University Teacher Education: Professionalization Processes of Student Teachers in Different Practical University Phases.” <i>Hungarian Educational Research Journal</i>, vol. 10, no. 3, 2020, pp. 232–51, doi:<a href=\"https://doi.org/10.1556/063.2020.00022\">10.1556/063.2020.00022</a>.","apa":"Kottmann, B., &#38; Pieper, C. (2020). Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases. <i>Hungarian Educational Research Journal</i>, <i>10</i>(3), 232–251. <a href=\"https://doi.org/10.1556/063.2020.00022\">https://doi.org/10.1556/063.2020.00022</a>","ieee":"B. Kottmann and C. Pieper, “Project ‘Schule für alle’ as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases,” <i>Hungarian Educational Research Journal</i>, vol. 10, no. 3, pp. 232–251, 2020, doi: <a href=\"https://doi.org/10.1556/063.2020.00022\">10.1556/063.2020.00022</a>.","chicago":"Kottmann, Brigitte, and Catania Pieper. “Project ‘Schule Für Alle’ as a Mentoring Programme in University Teacher Education: Professionalization Processes of Student Teachers in Different Practical University Phases.” <i>Hungarian Educational Research Journal</i> 10, no. 3 (2020): 232–51. <a href=\"https://doi.org/10.1556/063.2020.00022\">https://doi.org/10.1556/063.2020.00022</a>.","ama":"Kottmann B, Pieper C. Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases. <i>Hungarian Educational Research Journal</i>. 2020;10(3):232-251. doi:<a href=\"https://doi.org/10.1556/063.2020.00022\">10.1556/063.2020.00022</a>"},"volume":10,"author":[{"id":"82466","full_name":"Kottmann, Brigitte","last_name":"Kottmann","first_name":"Brigitte"},{"full_name":"Pieper, Catania","last_name":"Pieper","first_name":"Catania"}],"date_updated":"2023-01-29T13:45:29Z","doi":"10.1556/063.2020.00022","publication":"Hungarian Educational Research Journal","abstract":[{"lang":"eng","text":"In the mentoring programme project “Schule für alle” (“School for all”) at the University of Bielefeld in North Rhine-Westphalia, university students of primary or special education support a child who is in a situation of crisis for more than one year. In addition, the university students receive ongoing, systematic university support (cf. Kottmann, 2007, p. 32; Kottmann, 2014, p. 380).</jats:p><jats:p>The accompanying research by “Schule für alle” focuses on the professionalization processes of student teachers during practical phases at universities; accordingly, control groups were included on a pro rata basis. In the pre-post design, all students completed a questionnaire (cf. Pieper, Kottmann &amp; Miller, 2018, p. 294), the evaluation of which shows few changes in the professional perception of competence. Students of the mentoring programme also regularly reflected on their practical experience. Based on the objective hermeneutics it was discovered that the conception of the project supports the process of perceiving, acknowledging and becoming more sensitive in regard to heterogeneous realities in life (cf. Pieper &amp; Kottmann 2019b, p. 312) and that students can consciously perceive and reflect their own normative expectations (cf. Pieper &amp; Kottmann 2019a, p. 79).</jats:p><jats:p>The article primarily presents the results of the pre-post survey in detail and adds insights into the qualitative evaluation processes. In the conclusion, the potential of the project and mentoring programmes in general, specifically for teacher training students, is described."}],"language":[{"iso":"eng"}],"keyword":["professionalization of teacher training students","practical university phases","teacher training at universities","men-toring programmes"],"ddc":["370"],"issue":"3","year":"2020","date_created":"2023-01-25T07:23:41Z","title":"Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases"},{"year":"2018","quality_controlled":"1","title":"Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen Handelns angehender Lehrkräfte","date_created":"2024-12-30T14:43:14Z","publisher":"Waxmann","abstract":[{"lang":"eng","text":"During the past decade, there has been an increase of pedagogical research under conditions of posthuman theories, such as the Actor Network Theory or post-phenomenology. Yet, there has not been much research on the materiality of music pedagogical practices. This article introduces an ongoing grounded-theory study on the role of things (e.g., music instruments, black board, or digital devices) within the music classroom. Results from the analysis of group discussions and interviews with student teachers show tensions between personal preferences, school conventions, and material conventions within the process of introducing things into the classroom. (DIPF/Orig.)"}],"publication":"Soziale Aspekte des Musiklernens","language":[{"iso":"eng"}],"keyword":["Interview","Lehrer","Musical education","Musikpädagogik","Musikunterricht","Teacher","Music lessons","Qualitative Forschung","Qualitative research","Teaching of music","Object","Objekt","Ding","Handlung","Practice","Praxis","Probationary teacher training","Referendariat"],"page":"43–55","citation":{"apa":"Godau, M. (2018). Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen Handelns angehender Lehrkräfte. In B. Clausen &#38; S. Dreßler (Eds.), <i>Soziale Aspekte des Musiklernens</i> (pp. 43–55). Waxmann.","bibtex":"@inbook{Godau_2018, place={Münster, New York}, series={Musikpädagogische Forschung}, title={Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen Handelns angehender Lehrkräfte}, booktitle={Soziale Aspekte des Musiklernens}, publisher={Waxmann}, author={Godau, Marc}, editor={Clausen, Bernd and Dreßler, Susanne}, year={2018}, pages={43–55}, collection={Musikpädagogische Forschung} }","short":"M. Godau, in: B. Clausen, S. Dreßler (Eds.), Soziale Aspekte Des Musiklernens, Waxmann, Münster, New York, 2018, pp. 43–55.","mla":"Godau, Marc. “Wie Kommen Die Dinge in Den Musikunterricht? Zur Materialität Musikpädagogischer Praxis Am Beispiel Divergierender Orientierungen Im Kontext Unterrichtsbezogenen Handelns Angehender Lehrkräfte.” <i>Soziale Aspekte Des Musiklernens</i>, edited by Bernd Clausen and Susanne Dreßler, Waxmann, 2018, pp. 43–55.","ieee":"M. Godau, “Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen Handelns angehender Lehrkräfte,” in <i>Soziale Aspekte des Musiklernens</i>, B. Clausen and S. Dreßler, Eds. Münster, New York: Waxmann, 2018, pp. 43–55.","chicago":"Godau, Marc. “Wie Kommen Die Dinge in Den Musikunterricht? Zur Materialität Musikpädagogischer Praxis Am Beispiel Divergierender Orientierungen Im Kontext Unterrichtsbezogenen Handelns Angehender Lehrkräfte.” In <i>Soziale Aspekte Des Musiklernens</i>, edited by Bernd Clausen and Susanne Dreßler, 43–55. Musikpädagogische Forschung. Münster, New York: Waxmann, 2018.","ama":"Godau M. Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen Handelns angehender Lehrkräfte. In: Clausen B, Dreßler S, eds. <i>Soziale Aspekte Des Musiklernens</i>. Musikpädagogische Forschung. Waxmann; 2018:43–55."},"place":"Münster, New York","main_file_link":[{"open_access":"1"}],"author":[{"first_name":"Marc","last_name":"Godau","full_name":"Godau, Marc","id":"98877"}],"date_updated":"2025-02-06T10:52:25Z","oa":"1","status":"public","editor":[{"full_name":"Clausen, Bernd","last_name":"Clausen","first_name":"Bernd"},{"first_name":"Susanne","last_name":"Dreßler","full_name":"Dreßler, Susanne"}],"type":"book_chapter","extern":"1","department":[{"_id":"131"},{"_id":"36"},{"_id":"129"},{"_id":"540"}],"user_id":"99991","series_title":"Musikpädagogische Forschung","_id":"57889"}]