@article{32335,
  abstract     = {{Aspects of data science surround us in many contexts, for example regarding climate change, air pollution, and other environmental issues. To open the “data-science-black-box” for lower secondary school students we developed a data science project focussing on the analysis of self-collected environmental data. We embed this project in computer science education, which enables us to use a new knowledge-based programming approach for the data analysis within Jupyter Notebooks and the programming language Python. In this paper, we evaluate the second cycle of this project which took place in a ninth-grade computer science class. In particular, we present how the students coped with the professional tool of Jupyter Notebooks for doing statistical investigations and which insights they gained.}},
  author       = {{PODWORNY, SUSANNE and Hüsing, Sven and SCHULTE, CARSTEN}},
  issn         = {{1570-1824}},
  journal      = {{STATISTICS EDUCATION RESEARCH JOURNAL}},
  keywords     = {{Education, Statistics and Probability}},
  number       = {{2}},
  publisher    = {{International Association for Statistical Education}},
  title        = {{{A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING}}},
  doi          = {{10.52041/serj.v21i2.46}},
  volume       = {{21}},
  year         = {{2022}},
}

@article{30105,
  abstract     = {{Zusammenfassung: Der Beitrag befasst sich mit der professionellen pädagogischen Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften, deren Beitrag für die Beanspruchung der Referendar*innen bisher noch nicht eingängig untersucht wurde. Das Ziel der Studie ist es, anhand einer Querschnittserhebung von 2583 Referendar*innen und ausgebildeten Lehrkräften, kompensatorische sowie verstärkende Effekte der Beziehungsdimensionen Transparenz, Fairness, Vertrauen und Ambivalenz auf die wahrgenommene Beanspruchung im Referendariat zu untersuchen. Die Analyse erfolgt mittels eines latent moderierten Strukturgleichungsansatzes. Die Ergebnisse zeigen, dass Belastungen durch die Kerntätigkeiten im Referendariat sowie Belastungen durch den Umgang mit Kolleg*innen im Lehrer*innenkollegium in signifikant positivem Zusammenhang mit resultierenden Beanspruchungsreaktionen stehen. Je transparenter, fairer und vertrauensvoller und je weniger ambivalent die Beziehung zur Seminarlehrkraft erlebt wird, desto geringer fallen die Beanspruchungsreaktionen aus. Die Ergebnisse werden hinsichtlich ihrer Relevanz für die Beziehungsarbeit im Referendariat als zentralem Ausbildungsbestandteil der zweiten Phase der Lehrer*innenausbildung diskutiert.</jats:p>}},
  author       = {{Kärner, Tobias and Goller, Michael and Bonnes, Caroline and Maué, Elisabeth}},
  issn         = {{1434-663X}},
  journal      = {{Zeitschrift für Erziehungswissenschaft}},
  keywords     = {{Education}},
  pages        = {{687--719}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?}}},
  doi          = {{10.1007/s11618-022-01065-4}},
  volume       = {{25}},
  year         = {{2022}},
}

@article{34200,
  abstract     = {{<jats:p>Praxeologische Kompetenzansätze verstehen Kompetenz als sozial erlernt und folglich als relativ zum sozialen Kontext. Damit einher geht die Frage, wie solche praxeologisch gerahmten Kompetenzen eigentlich unabhängig von der sie hervorbringenden Praxis evaluiert werden können – und eben dadurch erst für einen breiteren Kompetenzdiskurs fruchtbar sind. Die Dokumentarische Evaluationsforschung bietet hierzu erste Anhaltspunkte, offenbart aber auch Grenzen, die mit dem Evaluationsverständnis zusammenhängen, sich jedoch in der Forschungspraxis so nicht finden lassen. Aus der Differenz zwischen Methode und Praxis dokumentarischer Evaluation lässt sich formulieren, wie eine praxeologische Evaluation gestaltet werden könnte. Dabei spielt die Formulierung von Referenzrahmen eine zentrale Rolle, welche einerseits der zu evaluierenden Praktik external sein, andererseits praktisch formuliert werden müssen, damit sie soziale Praktiken jenseits ihrer eigenen Sinnhaftigkeit evaluativ (er-)fassen können.</jats:p>}},
  author       = {{Bloh, Thiemo}},
  issn         = {{1619-5515}},
  journal      = {{Zeitschrift für Evaluation}},
  keywords     = {{Strategy and Management, Applied Psychology, Social Sciences (miscellaneous), Education, Communication, Statistics and Probability}},
  number       = {{02}},
  pages        = {{193--215}},
  publisher    = {{Waxmann}},
  title        = {{{Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung}}},
  doi          = {{10.31244/zfe.2022.02.02}},
  volume       = {{2022}},
  year         = {{2022}},
}

@inbook{35324,
  abstract     = {{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.}},
  author       = {{Bruns, Marike and Caruso, Carina and Ackermann, Luisa}},
  booktitle    = {{Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern}},
  editor       = {{Heisler, Dietmar  and Maier, Jörg }},
  isbn         = {{978-3-7639-7146-6}},
  keywords     = {{Corona-Pandemie, Lehramtsanwärter:innen, Lehrer:innenausbildung, Professionalisierung, Vorbereitungsdienst / corona pandemic, prospective teachers, teacher training, professionalization, preparatory service}},
  pages        = {{191–209}},
  publisher    = {{wbv}},
  title        = {{{Das Belastungserleben von Lehramtsanwärterinnen und -anwärtern im Vorbereitungsdienst}}},
  doi          = {{10.3278/9783763972579}},
  volume       = {{65}},
  year         = {{2022}},
}

@inbook{35323,
  abstract     = {{Der Begriff der „Zwangsdigitalisierung“ beschreibt, dass als eine Folge der Corona-Pandemie Präsenzformate durch digital gestützte Settings ersetzt werden sowie Alter- nativen zur Kommunikation und für das gemeinsame Arbeiten und Lernen in Präsenz gefunden werden mussten. Digital gestützte Lehr-Lernsettings scheinen seit dem ersten Lockdown sowohl an Schulen als auch an Hochschulen eine Möglichkeit dafür darzustellen, die Lern- und Entwicklungsprozesse (z. B. von Schülerinnen und Schülern, angehenden Lehrkräften) trotz physischer Distanz weiterzuführen. In diesem Beitrag werden die mit der Zwangsdigitalisierung an den Hochschulen verbundenen Chancen und Grenzen für die Entwicklung digitalisierungsbezogener Kompetenzen angehender Lehrkräfte herausgearbeitet. Dabei richtet sich der Blick auf den Wert von Erfahrungen für Lernen und Entwicklung. Zudem wird, gemäß der den Angebots-Nutzungs-Modellen inhärenten Logik einer „Wirkkette“, Bezug genommen auf Perspektiven von Studierenden, deren prospektiven Schülerinnen und Schülern sowie von Dozierenden.}},
  author       = {{Caruso, Carina and Bruns, Marike and Harteis, Christian}},
  booktitle    = {{Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern}},
  editor       = {{Heisler, Dietmar and Meier, Jörg}},
  isbn         = {{978-3-7639-7146-6}},
  keywords     = {{Hochschullehre, Lehrer:innenausbildung, Medienkompetenz / teacher education, teaching at university, media literacy}},
  pages        = {{137–157}},
  publisher    = {{wbv}},
  title        = {{{Von der Not zur Tugend!?}}},
  doi          = {{10.3278/9783763972579}},
  volume       = {{65}},
  year         = {{2022}},
}

@inbook{35325,
  abstract     = {{Q is an exploratory method used to elicit discrete patterns of subjectivity (e.g., subjective theories, beliefs). To be more concrete, Q method aims to identify homogeneous latent clusters of viewpoints towards a certain topic from a larger more heterogeneous set of (a priori unknown) different viewpoints held by respondents in the population. For this purpose, study participants are asked to sort qualitative statements concerning a certain topic (e.g., their beliefs toward something) into a grid roughly following a normal distribution indicating whether they agree or disagree with the given propositions. This results in a so-called Q-sort for each participant that then can be fed into a factor analysis that compares the different Q-sorts and groups them by similarity. In the first part of the chapter, Q method is introduced. The second part of the chapter describes a small study focusing on student teachers and their perspectives concerning upcoming long-term school internships.}},
  author       = {{Leidig, Susann and Köhler, Hanna and Caruso, Carina and Goller, Michael}},
  booktitle    = {{ Methods for researching professional learning and development: Challenges, applications and empirical illustrations}},
  editor       = {{Goller, Michael and Kyndt, Eva and Paloniemi, Susanna and Damşa , Crina}},
  isbn         = {{978-3-031-08517-8}},
  issn         = {{2210-5557}},
  keywords     = {{Q method, Subjectivity, Internships, Teacher education, Q sort}},
  pages        = {{441–466}},
  publisher    = {{Springer }},
  title        = {{{Q Method: Assessing Subjectivity Through Structured Ranking of Items}}},
  doi          = {{10.1007/978-3-031-08518-5_20}},
  volume       = {{33}},
  year         = {{2022}},
}

@article{34639,
  author       = {{Vogelsang, Christoph and Wiethoff, Christoph}},
  issn         = {{0261-9768}},
  journal      = {{European Journal of Teacher Education}},
  keywords     = {{Education}},
  pages        = {{1--19}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Effects of school closures during the COVID-19 pandemic in early 2020 on prospective teachers in a one-semester school internship}}},
  doi          = {{10.1080/02619768.2022.2158808}},
  year         = {{2022}},
}

@article{35522,
  abstract     = {{<jats:p>Following concepts describing lesson planning as a form of anticipatory reflection, preservice physics teachers’ reflection skills are assumed to be positively connected with their planning skills. However, empirical evidence on this is scarce. To explore how relations between these specific skills change over the course of a field experience controlling for influences of professional knowledge, we conduct a pre-post field study with N = 95 preservice physics teachers in a one-semester field experience. Content knowledge (CK) and pedagogical content knowledge (PCK) (paper-and-pencil tests), and reflection and planning skills (standardized performance assessments) were assessed before and after the field experience. Path analyses revealed almost no influence of reflection skills on planning skills. Reflections skills did not contribute to preservice teachers planning skills beyond knowledge, indicating both constructs might represent rather independent abilities. The results show the need for further development of models describing the development of teachers’ professional knowledge and skills in academic teacher education and for the development of concepts for a better integration of reflection and lesson planning in field experiences.</jats:p>}},
  author       = {{Vogelsang, Christoph and Kulgemeyer, Christoph and Riese, Josef}},
  issn         = {{2227-7102}},
  journal      = {{Education Sciences}},
  keywords     = {{Public Administration, Developmental and Educational Psychology, Education, Computer Science Applications, Computer Science (miscellaneous), Physical Therapy, Sports Therapy and Rehabilitation}},
  number       = {{7}},
  publisher    = {{MDPI AG}},
  title        = {{{Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience}}},
  doi          = {{10.3390/educsci12070479}},
  volume       = {{12}},
  year         = {{2022}},
}

@article{35418,
  author       = {{Koppenborg, Markus and Klingsieck, Katrin B.}},
  issn         = {{1041-6080}},
  journal      = {{Learning and Individual Differences}},
  keywords     = {{Developmental and Educational Psychology, Education, Social Psychology}},
  publisher    = {{Elsevier BV}},
  title        = {{{Group work and student procrastination}}},
  doi          = {{10.1016/j.lindif.2022.102117}},
  volume       = {{94}},
  year         = {{2022}},
}

@article{48108,
  abstract     = {{<jats:p>Aspects of data science surround us in many contexts, for example regarding climate change, air pollution, and other environmental issues. To open the “data-science-black-box” for lower secondary school students we developed a data science project focussing on the analysis of self-collected environmental data. We embed this project in computer science education, which enables us to use a new knowledge-based programming approach for the data analysis within Jupyter Notebooks and the programming language Python. In this paper, we evaluate the second cycle of this project which took place in a ninth-grade computer science class. In particular, we present how the students coped with the professional tool of Jupyter Notebooks for doing statistical investigations and which insights they gained.</jats:p>}},
  author       = {{PODWORNY, SUSANNE and HÜSING, SVEN and SCHULTE, CARSTEN}},
  issn         = {{1570-1824}},
  journal      = {{STATISTICS EDUCATION RESEARCH JOURNAL}},
  keywords     = {{Education, Statistics and Probability}},
  number       = {{2}},
  publisher    = {{International Association for Statistical Education}},
  title        = {{{A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING}}},
  doi          = {{10.52041/serj.v21i2.46}},
  volume       = {{21}},
  year         = {{2022}},
}

@article{47923,
  abstract     = {{<jats:p> Integrated reporting has widely been promoted as the next evolutionary step in corporate disclosure, which would soon replace traditional reporting practices. Embedded in a zeitgeist that favors sustainability, this outlook would suggest high integrated reporting adoption rates among reporting organizations. Our analysis of integrated reporting in Germany from 2008 to 2019 shows, however, that organizations approached integrated reporting with a wait-and-see mentality. This approach cannot be described adequately by the existing conceptualizations of (partial) practice adoption. We therefore develop the notion of wait-and-see-ism, defined as the deliberate and potentially long-lasting postponement of a decision to adopt a practice while its further development is monitored silently. We see limited, though continuous, efforts to prepare for the prospect of adopting the practice of integrated reporting quickly at a later stage. Wait-and-see-ism expands on prior work on partial adoption by emphasizing its temporal dimension. This adds an important yet undertheorized option that organizations can employ to respond to ambiguous institutional demands, thus explaining the stalling of promising management practices. </jats:p>}},
  author       = {{Endenich, Christoph and Hahn, Rüdiger and Reimsbach, Daniel and Wickert, Christopher}},
  issn         = {{1476-1270}},
  journal      = {{Strategic Organization}},
  keywords     = {{Strategy and Management, Industrial relations, Education, Business and International Management}},
  number       = {{3}},
  pages        = {{566--595}},
  publisher    = {{SAGE Publications}},
  title        = {{{Wait-and-see-ism as partial adoption of management practices: The rise and stall of integrated reporting}}},
  doi          = {{10.1177/14761270221078605}},
  volume       = {{21}},
  year         = {{2022}},
}

@article{35111,
  abstract     = {{Forschendes Lernen in der Lehrer:innenbildung ist seit der Ausweitung schulpraktischer Anteile bzw. der Einführung des sogenannten Praxissemesters eng verwoben mit der Lehrer:innenausbildung. Gleichzeitig wird bisher weitestgehend different beantwortet, was Forschendes Lernen ist und sein kann sowie warum es wie hochschuldidaktisch gerahmt wird und werden sollte. Der Beitrag widmet sich dieser Frage. Dabei zeigt sich einerseits, dass hochschuldidaktische Zugänge zur Realisierung Forschenden Lernens in der Lehrer:innenbildung erst vor dem Hintergrund theoretischer Annahmen zur Entwicklung von Lehrpersonen und deren Professionalität sowie zur Gestalt - gemeint ist hier der Beitrag zu dieser Entwicklung sowie der Anteil an Professionalität - Forschenden Lernens entwickelt werden können, eine solche Fundierung aber oftmals ausbleibt. Andererseits wird herausgearbeitet, inwiefern eine Differenz zwischen wissenschaftlicher Forschung und Forschung im Forschenden Lernen besteht. Daran anschließend wird eine habitustheoretische Fundierung Forschenden Lernens vorgestellt und es werden exemplarisch deren Implikationen für die Gestaltung Forschenden Lernens benannt. Abschließend wird anhand empirischer Rekonstruktionen beispielhaft eine praktische Umsetzung diskutiert.}},
  author       = {{Bloh, Thiemo and Caruso, Carina}},
  issn         = {{2199-8825}},
  journal      = {{die hochschullehre}},
  keywords     = {{Forschendes Lernen, Lehrer:innenausbildung, Praxissemester, Professionalisierung / Research-based learning, teacher education, internships, professionalization}},
  number       = {{21}},
  pages        = {{299–312}},
  publisher    = {{wbv }},
  title        = {{{Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung}}},
  doi          = {{10.3278/HSL2221W}},
  volume       = {{8}},
  year         = {{2022}},
}

@article{44689,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Even in the digital age, learning mathematics at an academic level still requires much reading of mathematical text. Research has shown that reading mathematical text requires readers to engage with all the structures of the book and with its pedagogical voice, making connections, and plausible reasoning. Specific practices and strategies that support the close reading of mathematical text have been suggested; however, descriptions and empirical evaluations of materials designed to support these activities are rare. We present the design and first evaluation cycle of materials developed in a design research project that aims to scaffold close reading of mathematical text. The materials were designed and evaluated in a German university course on elementary geometry for first-year teacher education students who study mathematics to become primary teachers. The reading strategies were explained and modeled for students in reading-strategy videos. Additionally, close reading of mathematical text was scaffolded by close-reading tasks and homework tasks and problems that build on the reading strategies and were specifically designed to foster understanding of the mathematical text. Survey data were collected from 296 students to evaluate their use of and attitude toward the different materials. The quantitative results indicate that students used the materials and were generally able to learn the course content by themselves. From all provided materials, they found the close-reading tasks most helpful. A qualitative analysis of answers to open questions revealed issues with different materials, particularly with the script, and requests for additional materials. The issues with the script were categorized inductively. The categories are presented as a qualitative result of the study and discussed.</jats:p>}},
  author       = {{Rezat, Sebastian and Malik, Sara Naseem and Leifeld, Markus}},
  issn         = {{1571-0068}},
  journal      = {{International Journal of Science and Mathematics Education}},
  keywords     = {{General Mathematics, Education}},
  number       = {{S1}},
  pages        = {{215--236}},
  publisher    = {{Springer}},
  title        = {{{Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation}}},
  doi          = {{10.1007/s10763-022-10309-y}},
  volume       = {{20}},
  year         = {{2022}},
}

@article{34920,
  abstract     = {{<jats:p>A very warm welcome to this Special Issue of the Statistics Education Research Journal (SERJ) on data science education. Our hope is to give an overview of selected theoretical thoughts and empirical studies on data science education from a statistics education research perspective. Data science education is rapidly developing but research into data science education is still in its infancy. The current issue presents a snapshot of this developing field.</jats:p>}},
  author       = {{Biehler, Rolf and De Veaux, Richard and Engel, Joachim and Kazak, Sibel and Frischemeier, Daniel}},
  issn         = {{1570-1824}},
  journal      = {{Statistics Education Research Journal}},
  keywords     = {{Education, Statistics and Probability}},
  number       = {{2}},
  publisher    = {{International Association for Statistical Education}},
  title        = {{{Editorial: Research on Data Science Education}}},
  doi          = {{10.52041/serj.v21i2.606}},
  volume       = {{21}},
  year         = {{2022}},
}

@article{35685,
  author       = {{Liebendörfer, Michael and Göller, Robin and Gildehaus, Lara and Kortemeyer, Jörg and Biehler, Rolf and Hochmuth, Reinhard and Ostsieker, Laura and Rode, Jana and Schaper, Niclas}},
  issn         = {{0020-739X}},
  journal      = {{International Journal of Mathematical Education in Science and Technology}},
  keywords     = {{Applied Mathematics, Education, Mathematics (miscellaneous)}},
  number       = {{5}},
  pages        = {{1133--1152}},
  publisher    = {{Informa UK Limited}},
  title        = {{{The role of learning strategies for performance in mathematics courses for engineers}}},
  doi          = {{10.1080/0020739x.2021.2023772}},
  volume       = {{53}},
  year         = {{2022}},
}

@article{35672,
  abstract     = {{<jats:p>This study examines modelling with machine learning. In the context of a yearlong data science course, the study explores how upper secondary students apply machine learning with Jupyter Notebooks and document the modelling process as a computational essay incorporating the different steps of the CRISP-DM cycle. The students’ work is based on a teaching module about decision trees in machine learning and a worked example of such a modelling process. The study outlines the students’ performance in carrying out the machine learning technically and reasoning about bias in the data, different data preparation steps, the application context, and the resulting decision model. Furthermore, the context of the study and the theoretical backgrounds are presented.</jats:p>}},
  author       = {{Fleischer, Franz Yannik and Biehler, Rolf and Schulte, Carsten}},
  issn         = {{1570-1824}},
  journal      = {{Statistics Education Research Journal}},
  keywords     = {{Education, Statistics and Probability}},
  number       = {{2}},
  publisher    = {{International Association for Statistical Education}},
  title        = {{{Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks}}},
  doi          = {{10.52041/serj.v21i2.61}},
  volume       = {{21}},
  year         = {{2022}},
}

@article{35112,
  abstract     = {{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:

1) Sind die Mentor*innen auf die Aufgabe der Verknüpfung von Theorie und Praxis vorbereitet?

2) 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?

3) 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?

4) 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?

Es 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.
}},
  author       = {{Caruso, Carina and Neuweg, Georg Hans and Wagner, Michael  and Harteis, Christian}},
  journal      = {{Zeitschrift für Erziehungswissenschaft}},
  keywords     = {{Lehrer*innenbildung, Mentoring, Praxissemester, Professionalisierung, Theorie-Praxis-Relationierung / Teacher training, Mentoring, Internship, Professionalization, Theory-practice-relation}},
  publisher    = {{Springer }},
  title        = {{{Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen.}}},
  doi          = {{10.1007/s11618-022-01123-x}},
  year         = {{2022}},
}

@article{33839,
  abstract     = {{Modeling is an integral part of many computing-related disciplines and thus also represents a curricular core component in computing education in tertiary education. Competence models in which modeling is integrated at least to some extent already exist in some of these disciplines. However, for the core component of graphical modeling, a competence model that illuminates the relevant competences in detail is still lacking. Therefore, we develop a competence model for graphical modeling with the aim to make teaching and especially assessments in the field more competence-oriented. This paper reports on the first two studies conducted to develop and validate the competence model for graphical modeling. In the first study, the structure of the competence model was developed based on theories and approaches of educational science. Competences relevant for graphical modeling were deductively derived from literature and existing university course descriptions using techniques of qualitative content analysis. The result of the first study is a preliminary competence model. In the second study, the preliminary competence model was reviewed by means of an expert rating in the modeling community. The competence model was revised and refined based on these findings and subsequent expert discussions. The main result of the investigation represents the competence model for graphical modeling (CMGM), which includes a total of 74 competence facets at different cognitive process levels in the five content areas of ”model understanding and interpreting”, ”model building and modifying”, ”values, attitudes, and beliefs”, ”metacognitive knowledge and skills”, and ”social-communicative skills”.}},
  author       = {{Soyka, Chantal and Schaper, Niclas and Bender, Elena and Striewe, Michael and Ullrich, Meike}},
  journal      = {{ACM Transactions on Computing Education}},
  keywords     = {{graphical modeling, conceptual modeling, computer science, competence model, higher education}},
  number       = {{1}},
  publisher    = {{Association for Computing Machinery}},
  title        = {{{Toward a Competence Model for Graphical Modeling}}},
  doi          = {{10.1145/3567598}},
  volume       = {{23}},
  year         = {{2022}},
}

@article{37446,
  author       = {{Seifert, Susanne and Paleczek, Lisa}},
  issn         = {{0883-0355}},
  journal      = {{International Journal of Educational Research}},
  keywords     = {{Education}},
  publisher    = {{Elsevier BV}},
  title        = {{{Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language}}},
  doi          = {{10.1016/j.ijer.2022.101948}},
  volume       = {{113}},
  year         = {{2022}},
}

@article{37438,
  abstract     = {{<jats:p> This paper investigates the implementation of a reading program designed for third grade elementary school classrooms in Austria. Using a mixed-methods approach, lesson types were identified, respective class compositions analyzed, and the effects on students’ reading gains examined. The results show that the lesson types seem to reflect learner group needs as students in the different lesson types profited similarly from the reading program. This supports the hypothesis that reading is a highly individualized process and leads to the conclusion that the instructional approach of the reading program investigated supports teachers in conducting reading lessons tailored to their students’ needs. </jats:p>}},
  author       = {{Kulmhofer-Bommer, Andrea and Seifert, Susanne and Paleczek, Lisa and Gasteiger-Klicpera, Barbara}},
  issn         = {{0022-0574}},
  journal      = {{Journal of Education}},
  keywords     = {{Education}},
  publisher    = {{SAGE Publications}},
  title        = {{{Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs}}},
  doi          = {{10.1177/00220574221112627}},
  year         = {{2022}},
}