[{"user_id":"63391","volume":73,"date_created":"2024-03-06T10:38:35Z","status":"public","publication":"Nachhaltigkeitsorientierte Weiterbildungsdidaktik: Die doppelte Multiplikatorenqualifizierung","author":[{"last_name":"Schwede","id":"63391","first_name":"Jana","full_name":"Schwede, Jana"},{"first_name":"Christian","full_name":"Harteis, Christian","orcid":"https://orcid.org/0000-0002-3570-7626","last_name":"Harteis","id":"27503"}],"publisher":"wbv Publikation","_id":"52330","intvolume":" 73","page":"147-164","citation":{"apa":"Schwede, J., & Harteis, C. (2023). Weiterbildung des Weiterbildungspersonals – Vorwiegend eine Aufgabe des Lernens am Arbeitsplatz. In C. Müller, J. Pranger, & J. Reißland (Eds.), Nachhaltigkeitsorientierte Weiterbildungsdidaktik: Die doppelte Multiplikatorenqualifizierung (Vol. 73, pp. 147–164). wbv Publikation. https://doi.org/10.3278/9783763974382","ama":"Schwede J, Harteis C. Weiterbildung des Weiterbildungspersonals – Vorwiegend eine Aufgabe des Lernens am Arbeitsplatz. In: Müller C, Pranger J, Reißland J, eds. Nachhaltigkeitsorientierte Weiterbildungsdidaktik: Die doppelte Multiplikatorenqualifizierung. Vol 73. Berufsbildung, Arbeit und Innovation. wbv Publikation; 2023:147-164. doi:10.3278/9783763974382","chicago":"Schwede, Jana, and Christian Harteis. “Weiterbildung des Weiterbildungspersonals – Vorwiegend eine Aufgabe des Lernens am Arbeitsplatz.” In Nachhaltigkeitsorientierte Weiterbildungsdidaktik: Die doppelte Multiplikatorenqualifizierung, edited by Claudia Müller, Jan Pranger, and Jens Reißland, 73:147–64. Berufsbildung, Arbeit und Innovation. Bielefeld: wbv Publikation, 2023. https://doi.org/10.3278/9783763974382.","bibtex":"@inbook{Schwede_Harteis_2023, place={Bielefeld}, series={Berufsbildung, Arbeit und Innovation}, title={Weiterbildung des Weiterbildungspersonals – Vorwiegend eine Aufgabe des Lernens am Arbeitsplatz}, volume={73}, DOI={10.3278/9783763974382}, booktitle={Nachhaltigkeitsorientierte Weiterbildungsdidaktik: Die doppelte Multiplikatorenqualifizierung}, publisher={wbv Publikation}, author={Schwede, Jana and Harteis, Christian}, editor={Müller, Claudia and Pranger, Jan and Reißland, Jens}, year={2023}, pages={147–164}, collection={Berufsbildung, Arbeit und Innovation} }","mla":"Schwede, Jana, and Christian Harteis. “Weiterbildung des Weiterbildungspersonals – Vorwiegend eine Aufgabe des Lernens am Arbeitsplatz.” Nachhaltigkeitsorientierte Weiterbildungsdidaktik: Die doppelte Multiplikatorenqualifizierung, edited by Claudia Müller et al., vol. 73, wbv Publikation, 2023, pp. 147–64, doi:10.3278/9783763974382.","short":"J. Schwede, C. Harteis, in: C. Müller, J. Pranger, J. Reißland (Eds.), Nachhaltigkeitsorientierte Weiterbildungsdidaktik: Die doppelte Multiplikatorenqualifizierung, wbv Publikation, Bielefeld, 2023, pp. 147–164.","ieee":"J. Schwede and C. Harteis, “Weiterbildung des Weiterbildungspersonals – Vorwiegend eine Aufgabe des Lernens am Arbeitsplatz,” in Nachhaltigkeitsorientierte Weiterbildungsdidaktik: Die doppelte Multiplikatorenqualifizierung, vol. 73, C. Müller, J. Pranger, and J. Reißland, Eds. Bielefeld: wbv Publikation, 2023, pp. 147–164."},"type":"book_chapter","year":"2023","main_file_link":[{"open_access":"1","url":"https://www.wbv.de/shop/Nachhaltigkeitsorientierte-Weiterbildungsdidaktik-I74382"}],"title":"Weiterbildung des Weiterbildungspersonals – Vorwiegend eine Aufgabe des Lernens am Arbeitsplatz","place":"Bielefeld","publication_status":"published","editor":[{"last_name":"Müller","first_name":"Claudia","full_name":"Müller, Claudia"},{"first_name":"Jan","full_name":"Pranger, Jan","last_name":"Pranger"},{"full_name":"Reißland, Jens","first_name":"Jens","last_name":"Reißland"}],"department":[{"_id":"452"}],"doi":"10.3278/9783763974382","oa":"1","date_updated":"2024-03-07T11:20:48Z","language":[{"iso":"ger"}],"series_title":"Berufsbildung, Arbeit und Innovation"},{"_id":"30291","citation":{"apa":"Harteis, C., Gijbels, D., & Kyndt, E. (Eds.). (2022). Research Approaches on Workplace Learning. Springer International Publishing. https://doi.org/10.1007/978-3-030-89582-2","ama":"Harteis C, Gijbels D, Kyndt E, eds. Research Approaches on Workplace Learning. Springer International Publishing; 2022. doi:10.1007/978-3-030-89582-2","chicago":"Harteis, Christian, David Gijbels, and Eva Kyndt, eds. Research Approaches on Workplace Learning. Cham: Springer International Publishing, 2022. https://doi.org/10.1007/978-3-030-89582-2.","mla":"Harteis, Christian, et al., editors. Research Approaches on Workplace Learning. Springer International Publishing, 2022, doi:10.1007/978-3-030-89582-2.","bibtex":"@book{Harteis_Gijbels_Kyndt_2022, place={Cham}, title={Research Approaches on Workplace Learning}, DOI={10.1007/978-3-030-89582-2}, publisher={Springer International Publishing}, year={2022} }","short":"C. Harteis, D. Gijbels, E. Kyndt, eds., Research Approaches on Workplace Learning, Springer International Publishing, Cham, 2022.","ieee":"C. Harteis, D. Gijbels, and E. Kyndt, Eds., Research Approaches on Workplace Learning. Cham: Springer International Publishing, 2022."},"year":"2022","type":"book_editor","abstract":[{"lang":"eng","text":"The volume comprises a variety of research approaches that seek to explore and understand employees’ learning and development through and for work. Working life reveals challenges through technological, economic and societal development that can only rudimentarily be addressed by formal education and training. Workplace learning becomes more and more important for employees and enterprises to successfully cope with these challenges.\r\nWorkplace learning is a steadily growing field of educational research but it lacks so far a scholastic canon – there is rather a diversity of research approaches. This volume reflects this diversity by bringing together researchers from different countries and different theoretical backgrounds, presenting their current research on topics that all are relevant for understanding presages, processes and outcomes of workplace learning. Hence, this volume is of relevance for researchers as well as practitioners in the field and policy makers."}],"user_id":"50788","keyword":["new generation of researchersthe team level of workplace learningindividual level of workplace learningorganizational level of workplace learningsocietal level of workplace learninginterdependent cross-level research approachesWork AgencyWork-life perspectivesTeam learningTeam climateSocial influences on team learningKnowledge construction in teamsLearning cultureAcknowledgement of competencesTechnology and professional learningCreation of a learning eco-systemDiversity as a challenge for organisationsHigher education as preparation for WPLSocial support in networks and professional learningvocational and professional education"],"publisher":"Springer International Publishing","alternative_title":["Insights from a Growing Field"],"date_created":"2022-03-13T19:13:27Z","status":"public","date_updated":"2022-03-13T19:14:34Z","doi":"10.1007/978-3-030-89582-2","language":[{"iso":"eng"}],"place":"Cham","title":"Research Approaches on Workplace Learning","related_material":{"link":[{"url":"https://link.springer.com/book/10.1007/978-3-030-89582-2#about","relation":"other"}]},"department":[{"_id":"452"}],"publication_identifier":{"issn":["2210-5549","2210-5557"],"isbn":["9783030895815","9783030895822"]},"publication_status":"published","editor":[{"id":"27503","last_name":"Harteis","orcid":"https://orcid.org/0000-0002-3570-7626","full_name":"Harteis, Christian","first_name":"Christian"},{"last_name":"Gijbels","full_name":"Gijbels, David","first_name":"David"},{"last_name":"Kyndt","first_name":"Eva","full_name":"Kyndt, Eva"}]},{"date_created":"2022-03-13T19:11:33Z","status":"public","publication":"Research Approaches on Workplace Learning","keyword":["Digitalisation Self organisation Distribution of labour Automation"],"publisher":"Springer International Publishing","author":[{"first_name":"Christian","full_name":"Harteis, Christian","orcid":"https://orcid.org/0000-0002-3570-7626","last_name":"Harteis","id":"27503"}],"user_id":"50788","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."}],"citation":{"short":"C. Harteis, in: Research Approaches on Workplace Learning, Springer International Publishing, Cham, 2022.","ieee":"C. Harteis, “Research on Workplace Learning in Times of Digitalisation,” in Research Approaches on Workplace Learning, Cham: Springer International Publishing, 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.","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","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","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.","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} }"},"type":"book_chapter","year":"2022","_id":"30290","publication_identifier":{"isbn":["9783030895815","9783030895822"],"issn":["2210-5549","2210-5557"]},"publication_status":"published","department":[{"_id":"452"}],"title":"Research on Workplace Learning in Times of Digitalisation","related_material":{"link":[{"url":"https://link.springer.com/chapter/10.1007/978-3-030-89582-2_19#citeas","relation":"other"}]},"place":"Cham","language":[{"iso":"eng"}],"doi":"10.1007/978-3-030-89582-2_19","date_updated":"2022-03-13T19:14:38Z"},{"publication":"The SAGE Handbook of Learning and Work","author":[{"full_name":"Harteis, Christian","orcid":"https://orcid.org/0000-0002-3570-7626","first_name":"Christian","id":"27503","last_name":"Harteis"},{"first_name":"Michael","orcid":"0000-0002-2820-9178","full_name":"Goller, Michael","last_name":"Goller","id":"30984"},{"last_name":"Gerholz","first_name":"Karl-Heinz","full_name":"Gerholz, Karl-Heinz"}],"publisher":"SAGE Publications","date_created":"2021-12-22T19:07:05Z","status":"public","abstract":[{"text":"The digitalization of workplaces can introduce changes on various levels of work activities. Educational research follows this transformation in one of two ways: On the one hand, there is the optimistic perspective of expecting to improve the quality of work and work life; on the other hand, there is the expectation that conditions of work and work life will generally deteriorate. Irrespective of the concrete outcomes of digitalization, a general agreement exists that digitalization will induce changes at workplaces that affect individuals and the tasks they do. At the same time, however, scholars disagree as to whether employees experience these changes in terms of affordances that engage them into learning new processes or if they experience constraints that inhibit further engagement in learning.\r\nThis chapter explores the particular developments covered under the topic of digitalization at and of work, explains particular challenges of the introduction of cyber-physical systems and analyzes consequences for workplace learning. It focuses on conceptual change as a theoretical framework for understanding the quality of learning processes that seem inevitable in order to cope with the new requirements and – more importantly – to use the potentials of the new technologies. It then sketches the poor state of empirical research conducted in this area – so far limited to exploratory field studies – even in times of corona, which has boosted the digital transformation. The chapter ends with a description of the potential and problems of – at best interdisciplinary – research into learning at digitalized workplaces.","lang":"eng"}],"user_id":"79910","page":"329-342","year":"2022","type":"book_chapter","citation":{"ama":"Harteis C, Goller M, Gerholz K-H. Digitalization of work: Challenges for workplace learning. In: Malloch M, Cairns L, Evans K, O’Connor BN, eds. The SAGE Handbook of Learning and Work. SAGE Publications; 2022:329-342.","apa":"Harteis, C., Goller, M., & Gerholz, K.-H. (2022). Digitalization of work: Challenges for workplace learning. In M. Malloch, L. Cairns, K. Evans, & B. N. O’Connor (Eds.), The SAGE Handbook of Learning and Work (pp. 329–342). SAGE Publications.","chicago":"Harteis, Christian, Michael Goller, and Karl-Heinz Gerholz. “Digitalization of Work: Challenges for Workplace Learning.” In The SAGE Handbook of Learning and Work, edited by Margaret Malloch, Len Cairns, Karen Evans, and Bridget N. O’Connor, 329–42. London: SAGE Publications, 2022.","bibtex":"@inbook{Harteis_Goller_Gerholz_2022, place={London}, title={Digitalization of work: Challenges for workplace learning}, booktitle={The SAGE Handbook of Learning and Work}, publisher={SAGE Publications}, author={Harteis, Christian and Goller, Michael and Gerholz, Karl-Heinz}, editor={Malloch, Margaret and Cairns, Len and Evans, Karen and O’Connor, Bridget N.}, year={2022}, pages={329–342} }","mla":"Harteis, Christian, et al. “Digitalization of Work: Challenges for Workplace Learning.” The SAGE Handbook of Learning and Work, edited by Margaret Malloch et al., SAGE Publications, 2022, pp. 329–42.","short":"C. Harteis, M. Goller, K.-H. Gerholz, in: M. Malloch, L. Cairns, K. Evans, B.N. O’Connor (Eds.), The SAGE Handbook of Learning and Work, SAGE Publications, London, 2022, pp. 329–342.","ieee":"C. Harteis, M. Goller, and K.-H. Gerholz, “Digitalization of work: Challenges for workplace learning,” in The SAGE Handbook of Learning and Work, M. Malloch, L. Cairns, K. Evans, and B. N. O’Connor, Eds. London: SAGE Publications, 2022, pp. 329–342."},"_id":"29104","department":[{"_id":"452"}],"publication_status":"published","publication_identifier":{"isbn":["978-1-5264-9111-4"]},"editor":[{"last_name":"Malloch","first_name":"Margaret","full_name":"Malloch, Margaret"},{"first_name":"Len","full_name":"Cairns, Len","last_name":"Cairns"},{"first_name":"Karen","full_name":"Evans, Karen","last_name":"Evans"},{"first_name":"Bridget N.","full_name":"O'Connor, Bridget N.","last_name":"O'Connor"}],"place":"London","related_material":{"link":[{"url":"https://us.sagepub.com/en-us/nam/the-sage-handbook-of-learning-and-work/book267999#description","relation":"confirmation"}]},"title":"Digitalization of work: Challenges for workplace learning","language":[{"iso":"eng"}],"date_updated":"2022-02-03T13:27:09Z"},{"title":"Delphi-Technique as a Method for Research on Professional Learning","user_id":"50788","place":"Cham","publication_identifier":{"isbn":["9783031085178","9783031085185"],"issn":["2210-5549","2210-5557"]},"publication_status":"published","status":"public","date_created":"2022-09-06T11:41:53Z","publisher":"Springer International Publishing","author":[{"last_name":"Harteis","id":"27503","first_name":"Christian","full_name":"Harteis, Christian","orcid":"https://orcid.org/0000-0002-3570-7626"}],"department":[{"_id":"452"}],"publication":"Methods for Researching Professional Learning and Development","doi":"10.1007/978-3-031-08518-5_16","date_updated":"2022-09-06T11:43:24Z","_id":"33270","year":"2022","citation":{"apa":"Harteis, C. (2022). Delphi-Technique as a Method for Research on Professional Learning. In Methods for Researching Professional Learning and Development. Springer International Publishing. https://doi.org/10.1007/978-3-031-08518-5_16","ama":"Harteis C. Delphi-Technique as a Method for Research on Professional Learning. In: Methods for Researching Professional Learning and Development. Springer International Publishing; 2022. doi:10.1007/978-3-031-08518-5_16","chicago":"Harteis, Christian. “Delphi-Technique as a Method for Research on Professional Learning.” In Methods for Researching Professional Learning and Development. Cham: Springer International Publishing, 2022. https://doi.org/10.1007/978-3-031-08518-5_16.","mla":"Harteis, Christian. “Delphi-Technique as a Method for Research on Professional Learning.” Methods for Researching Professional Learning and Development, Springer International Publishing, 2022, doi:10.1007/978-3-031-08518-5_16.","bibtex":"@inbook{Harteis_2022, place={Cham}, title={Delphi-Technique as a Method for Research on Professional Learning}, DOI={10.1007/978-3-031-08518-5_16}, booktitle={Methods for Researching Professional Learning and Development}, publisher={Springer International Publishing}, author={Harteis, Christian}, year={2022} }","short":"C. Harteis, in: Methods for Researching Professional Learning and Development, Springer International Publishing, Cham, 2022.","ieee":"C. Harteis, “Delphi-Technique as a Method for Research on Professional Learning,” in Methods for Researching Professional Learning and Development, Cham: Springer International Publishing, 2022."},"type":"book_chapter","language":[{"iso":"eng"}]},{"doi":"10.1007/s11618-022-01123-x","date_updated":"2022-09-14T15:20:57Z","_id":"33365","language":[{"iso":"ger"}],"year":"2022","citation":{"ieee":"C. Caruso, G. H. Neuweg, M. Wagner, and C. Harteis, “Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen. Eine explorative Studie,” Zeitschrift für Erziehungswissenschaft, 2022, doi: 10.1007/s11618-022-01123-x.","short":"C. Caruso, G.H. Neuweg, M. Wagner, C. Harteis, Zeitschrift für Erziehungswissenschaft (2022).","bibtex":"@article{Caruso_Neuweg_Wagner_Harteis_2022, title={Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen. Eine explorative Studie}, DOI={10.1007/s11618-022-01123-x}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer Science and Business Media LLC}, author={Caruso, Carina and Neuweg, Georg Hans and Wagner, Marlene and Harteis, Christian}, year={2022} }","mla":"Caruso, Carina, et al. “Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen. Eine explorative Studie.” Zeitschrift für Erziehungswissenschaft, Springer Science and Business Media LLC, 2022, doi:10.1007/s11618-022-01123-x.","chicago":"Caruso, Carina, Georg Hans Neuweg, Marlene Wagner, and Christian Harteis. “Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen. Eine explorative Studie.” Zeitschrift für Erziehungswissenschaft, 2022. https://doi.org/10.1007/s11618-022-01123-x.","apa":"Caruso, C., Neuweg, G. H., Wagner, M., & Harteis, C. (2022). Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen. Eine explorative Studie. Zeitschrift für Erziehungswissenschaft. https://doi.org/10.1007/s11618-022-01123-x","ama":"Caruso C, Neuweg GH, Wagner M, Harteis C. Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen. Eine explorative Studie. Zeitschrift für Erziehungswissenschaft. Published online 2022. doi:10.1007/s11618-022-01123-x"},"type":"journal_article","user_id":"74133","title":"Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen. Eine explorative Studie","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.","lang":"ger"}],"status":"public","date_created":"2022-09-14T06:41:16Z","publication_identifier":{"issn":["1434-663X","1862-5215"]},"publication_status":"published","author":[{"full_name":"Caruso, Carina","first_name":"Carina","last_name":"Caruso"},{"last_name":"Neuweg","full_name":"Neuweg, Georg Hans","first_name":"Georg Hans"},{"full_name":"Wagner, Marlene","first_name":"Marlene","last_name":"Wagner"},{"full_name":"Harteis, Christian","orcid":"https://orcid.org/0000-0002-3570-7626","first_name":"Christian","id":"27503","last_name":"Harteis"}],"publisher":"Springer Science and Business Media LLC","keyword":["Lehrer*innenbildung","Mentoring","Praxissemester","Professionalisierung","Theorie-Praxis-Relationierung"],"department":[{"_id":"452"}],"publication":"Zeitschrift für Erziehungswissenschaft"},{"_id":"35112","date_updated":"2023-01-06T12:10:46Z","doi":"s11618-022-01123-x","citation":{"ieee":"C. Caruso, G. H. Neuweg, M. Wagner, and C. Harteis, “Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen.,” Zeitschrift für Erziehungswissenschaft, 2022, doi: s11618-022-01123-x.","short":"C. Caruso, G.H. Neuweg, M. Wagner, C. Harteis, Zeitschrift für Erziehungswissenschaft (2022).","bibtex":"@article{Caruso_Neuweg_Wagner_Harteis_2022, title={Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen.}, DOI={s11618-022-01123-x}, 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.” Zeitschrift für Erziehungswissenschaft, Springer , 2022, doi:s11618-022-01123-x.","apa":"Caruso, C., Neuweg, G. H., Wagner, M., & Harteis, C. (2022). Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen. Zeitschrift für Erziehungswissenschaft. https://doi.org/s11618-022-01123-x","ama":"Caruso C, Neuweg GH, Wagner M, Harteis C. Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen. Zeitschrift für Erziehungswissenschaft. Published online 2022. doi:s11618-022-01123-x","chicago":"Caruso, Carina, Georg Hans Neuweg, Michael Wagner, and Christian Harteis. “Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen.” Zeitschrift für Erziehungswissenschaft, 2022. https://doi.org/s11618-022-01123-x."},"year":"2022","type":"journal_article","language":[{"iso":"ger"}],"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."}],"title":"Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen.","user_id":"86519","publisher":"Springer ","author":[{"first_name":"Carina","full_name":"Caruso, Carina","last_name":"Caruso","id":"23123"},{"full_name":"Neuweg, Georg Hans","first_name":"Georg Hans","last_name":"Neuweg"},{"full_name":"Wagner, Michael ","first_name":"Michael ","last_name":"Wagner"},{"full_name":"Harteis, Christian","orcid":"https://orcid.org/0000-0002-3570-7626","first_name":"Christian","id":"27503","last_name":"Harteis"}],"keyword":["Lehrer*innenbildung","Mentoring","Praxissemester","Professionalisierung","Theorie-Praxis-Relationierung / Teacher training","Mentoring","Internship","Professionalization","Theory-practice-relation"],"publication":"Zeitschrift für Erziehungswissenschaft","alternative_title":["Eine explorative Studie"],"publication_status":"published","status":"public","date_created":"2023-01-02T17:03:58Z"},{"date_updated":"2023-01-06T12:15:31Z","doi":"10.3278/9783763972579","series_title":"Berufsbildung, Arbeit und Innovation","language":[{"iso":"ger"}],"place":"Bielefeld","title":"Von der Not zur Tugend!?","editor":[{"last_name":"Heisler","full_name":"Heisler, Dietmar","first_name":"Dietmar"},{"last_name":"Meier","first_name":"Jörg","full_name":"Meier, Jörg"}],"publication_identifier":{"eisbn":["978-3-7639-7257-9"],"isbn":["978-3-7639-7146-6"]},"publication_status":"published","_id":"35323","intvolume":" 65","year":"2022","citation":{"bibtex":"@inbook{Caruso_Bruns_Harteis_2022, place={Bielefeld}, series={Berufsbildung, Arbeit und Innovation}, title={Von der Not zur Tugend!?}, volume={65}, DOI={10.3278/9783763972579}, booktitle={Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern}, publisher={wbv}, author={Caruso, Carina and Bruns, Marike and Harteis, Christian}, editor={Heisler, Dietmar and Meier, Jörg}, year={2022}, pages={137–157}, collection={Berufsbildung, Arbeit und Innovation} }","mla":"Caruso, Carina, et al. “Von der Not zur Tugend!?” Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern, edited by Dietmar Heisler and Jörg Meier, vol. 65, wbv, 2022, pp. 137–157, doi:10.3278/9783763972579.","apa":"Caruso, C., Bruns, M., & Harteis, C. (2022). Von der Not zur Tugend!? In D. Heisler & J. Meier (Eds.), Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern (Vol. 65, pp. 137–157). wbv. https://doi.org/10.3278/9783763972579","ama":"Caruso C, Bruns M, Harteis C. Von der Not zur Tugend!? In: Heisler D, Meier J, eds. Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern. Vol 65. Berufsbildung, Arbeit und Innovation. wbv; 2022:137–157. doi:10.3278/9783763972579","chicago":"Caruso, Carina, Marike Bruns, and Christian Harteis. “Von der Not zur Tugend!?” In Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern, edited by Dietmar Heisler and Jörg Meier, 65:137–157. Berufsbildung, Arbeit und Innovation. Bielefeld: wbv, 2022. https://doi.org/10.3278/9783763972579.","ieee":"C. Caruso, M. Bruns, and C. Harteis, “Von der Not zur Tugend!?,” in Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern, vol. 65, D. Heisler and J. Meier, Eds. Bielefeld: wbv, 2022, pp. 137–157.","short":"C. Caruso, M. Bruns, C. Harteis, in: D. Heisler, J. Meier (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. 137–157."},"type":"book_chapter","page":"137–157","abstract":[{"text":"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.","lang":"ger"},{"text":"The term forced digitization describes the fact that, as a consequence of the corona pandemic, face-to-face formats had to be replaced by digitally supported settings within a very short period of time, and alternatives had to be found for communication and for working and learning together in the classroom. Digitally supported instructional settings seem to be an important way to continue learning and development processes (e.g., of students, prospective teachers) despite physical distance in both schools and universities since the first lockdown. This paper elaborates on the opportunities and limitations of forced digitization in university teaching on the development of digitizationrelated competencies in prospective teachers. The article focuses on two theoretical conceptions: firstly, the value of experience for learning and development, secondly, the logic of supply-use models and their assumptions about learning and development. The article addresses the perspectives of students, their future pupils, and lecturers.\r\n","lang":"eng"}],"user_id":"86519","author":[{"last_name":"Caruso","id":"23123","first_name":"Carina","full_name":"Caruso, Carina"},{"first_name":"Marike","full_name":"Bruns, Marike","last_name":"Bruns"},{"id":"27503","last_name":"Harteis","orcid":"https://orcid.org/0000-0002-3570-7626","full_name":"Harteis, Christian","first_name":"Christian"}],"publisher":"wbv","publication":"Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern","keyword":["Hochschullehre","Lehrer:innenausbildung","Medienkompetenz / teacher education","teaching at university","media literacy"],"status":"public","date_created":"2023-01-06T11:22:04Z","alternative_title":["Zwangsdigitalisierung durch die Corona-Pandemie als Impulsgeberin für die Gestaltung digital gestützter Hochschullehre in den Lehramtsstudiengängen"],"volume":65},{"publication":"SEMINAR – Lehrerbildung und Schule","author":[{"last_name":"Goller","id":"30984","first_name":"Michael","full_name":"Goller, Michael","orcid":"0000-0002-2820-9178"},{"full_name":"Caruso, Carina","first_name":"Carina","id":"23123","last_name":"Caruso"},{"first_name":"Christian","full_name":"Harteis, Christian","orcid":"https://orcid.org/0000-0002-3570-7626","last_name":"Harteis","id":"27503"}],"date_created":"2024-01-09T18:10:53Z","status":"public","volume":28,"user_id":"86519","title":"Erkenntnisse zur Verbesserung von Mentoringprozessen in der Lehrer:innenausbildung","language":[{"iso":"eng"}],"type":"journal_article","citation":{"short":"M. Goller, C. Caruso, C. Harteis, SEMINAR – Lehrerbildung Und Schule 28 (2022).","ieee":"M. Goller, C. Caruso, and C. Harteis, “Erkenntnisse zur Verbesserung von Mentoringprozessen in der Lehrer:innenausbildung,” SEMINAR – Lehrerbildung und Schule, vol. 28, no. 4, 2022, doi: 10.3278/SEM2204W006.","chicago":"Goller, Michael, Carina Caruso, and Christian Harteis. “Erkenntnisse Zur Verbesserung von Mentoringprozessen in Der Lehrer:Innenausbildung.” SEMINAR – Lehrerbildung Und Schule 28, no. 4 (2022). https://doi.org/10.3278/SEM2204W006.","apa":"Goller, M., Caruso, C., & Harteis, C. (2022). Erkenntnisse zur Verbesserung von Mentoringprozessen in der Lehrer:innenausbildung. SEMINAR – Lehrerbildung Und Schule, 28(4). https://doi.org/10.3278/SEM2204W006","ama":"Goller M, Caruso C, Harteis C. Erkenntnisse zur Verbesserung von Mentoringprozessen in der Lehrer:innenausbildung. SEMINAR – Lehrerbildung und Schule. 2022;28(4). doi:10.3278/SEM2204W006","bibtex":"@article{Goller_Caruso_Harteis_2022, title={Erkenntnisse zur Verbesserung von Mentoringprozessen in der Lehrer:innenausbildung}, volume={28}, DOI={10.3278/SEM2204W006}, number={4}, journal={SEMINAR – Lehrerbildung und Schule}, author={Goller, Michael and Caruso, Carina and Harteis, Christian}, year={2022} }","mla":"Goller, Michael, et al. “Erkenntnisse Zur Verbesserung von Mentoringprozessen in Der Lehrer:Innenausbildung.” SEMINAR – Lehrerbildung Und Schule, vol. 28, no. 4, 2022, doi:10.3278/SEM2204W006."},"year":"2022","intvolume":" 28","_id":"50408","date_updated":"2024-01-09T18:11:16Z","issue":"4","doi":"10.3278/SEM2204W006"},{"language":[{"iso":"eng"}],"type":"book_chapter","citation":{"short":"A. Berisha-Gawlowski, C. Caruso, C. Harteis, in: D. Ifenthaler (Ed.), Digital Transformation of Learning Organizations, Springer, Cham, 2021, pp. 95–113.","ieee":"A. Berisha-Gawlowski, C. Caruso, and C. Harteis, “The concept of a digital twin and its potential for learning organizations,” in Digital transformation of learning organizations, D. Ifenthaler, Ed. Cham: Springer, 2021, pp. 95–113.","apa":"Berisha-Gawlowski, A., Caruso, C., & Harteis, C. (2021). The concept of a digital twin and its potential for learning organizations. In D. Ifenthaler (Ed.), Digital transformation of learning organizations (pp. 95–113). Springer.","ama":"Berisha-Gawlowski A, Caruso C, Harteis C. The concept of a digital twin and its potential for learning organizations. In: Ifenthaler D, ed. Digital Transformation of Learning Organizations. Springer; 2021:95-113.","chicago":"Berisha-Gawlowski, Angelina, Carina Caruso, and Christian Harteis. “The Concept of a Digital Twin and Its Potential for Learning Organizations.” In Digital Transformation of Learning Organizations, edited by Dirk Ifenthaler, 95–113. Cham: Springer, 2021.","bibtex":"@inbook{Berisha-Gawlowski_Caruso_Harteis_2021, place={Cham}, title={The concept of a digital twin and its potential for learning organizations}, booktitle={Digital transformation of learning organizations}, publisher={Springer}, author={Berisha-Gawlowski, Angelina and Caruso, Carina and Harteis, Christian}, editor={Ifenthaler, Dirk}, year={2021}, pages={95–113} }","mla":"Berisha-Gawlowski, Angelina, et al. “The Concept of a Digital Twin and Its Potential for Learning Organizations.” Digital Transformation of Learning Organizations, edited by Dirk Ifenthaler, Springer, 2021, pp. 95–113."},"year":"2021","page":"95-113","date_updated":"2022-01-06T06:57:25Z","_id":"26686","publisher":"Springer","author":[{"last_name":"Berisha-Gawlowski","full_name":"Berisha-Gawlowski, Angelina","first_name":"Angelina"},{"full_name":"Caruso, Carina","first_name":"Carina","last_name":"Caruso"},{"last_name":"Harteis","id":"27503","first_name":"Christian","orcid":"https://orcid.org/0000-0002-3570-7626","full_name":"Harteis, Christian"}],"department":[{"_id":"452"}],"publication":"Digital transformation of learning organizations","status":"public","date_created":"2021-10-21T11:49:35Z","editor":[{"first_name":"Dirk","full_name":"Ifenthaler, Dirk","last_name":"Ifenthaler"}],"publication_status":"published","place":"Cham","user_id":"27503","title":"The concept of a digital twin and its potential for learning organizations"},{"page":"37-50","year":"2021","type":"book_chapter","citation":{"chicago":"Harteis, Christian. “Die Forderung nach Lebenslangem Lernen: Zwischen Banalität, Herausforderung und Zumutung.” In Lebenslanges Lernen in der Musikpädagogik. Theorie und Praxis , edited by Heiner Gembris, S. Herbst, J. Menze, and Thomas Krettenauer, 37–50. Münster: Lit, 2021.","ama":"Harteis C. Die Forderung nach Lebenslangem Lernen: Zwischen Banalität, Herausforderung und Zumutung. In: Gembris H, Herbst S, Menze J, Krettenauer T, eds. Lebenslanges Lernen in der Musikpädagogik. Theorie und Praxis . Lit; 2021:37-50.","apa":"Harteis, C. (2021). Die Forderung nach Lebenslangem Lernen: Zwischen Banalität, Herausforderung und Zumutung. In H. Gembris, S. Herbst, J. Menze, & T. Krettenauer (Eds.), Lebenslanges Lernen in der Musikpädagogik. Theorie und Praxis (pp. 37–50). Lit.","mla":"Harteis, Christian. “Die Forderung nach Lebenslangem Lernen: Zwischen Banalität, Herausforderung und Zumutung.” Lebenslanges Lernen in der Musikpädagogik. Theorie und Praxis , edited by Heiner Gembris et al., Lit, 2021, pp. 37–50.","bibtex":"@inbook{Harteis_2021, place={Münster}, title={Die Forderung nach Lebenslangem Lernen: Zwischen Banalität, Herausforderung und Zumutung}, booktitle={Lebenslanges Lernen in der Musikpädagogik. Theorie und Praxis }, publisher={Lit}, author={Harteis, Christian}, editor={Gembris, Heiner and Herbst, S. and Menze, J. and Krettenauer, Thomas}, year={2021}, pages={37–50} }","short":"C. Harteis, in: H. Gembris, S. Herbst, J. Menze, T. Krettenauer (Eds.), Lebenslanges Lernen in der Musikpädagogik. Theorie und Praxis , Lit, Münster, 2021, pp. 37–50.","ieee":"C. Harteis, “Die Forderung nach Lebenslangem Lernen: Zwischen Banalität, Herausforderung und Zumutung,” in Lebenslanges Lernen in der Musikpädagogik. Theorie und Praxis , H. Gembris, S. Herbst, J. Menze, and T. Krettenauer, Eds. Münster: Lit, 2021, pp. 37–50."},"language":[{"iso":"ger"}],"date_updated":"2022-01-06T06:57:25Z","_id":"26690","publication_status":"published","editor":[{"full_name":"Gembris, Heiner","first_name":"Heiner","last_name":"Gembris"},{"last_name":"Herbst","full_name":"Herbst, S.","first_name":"S."},{"first_name":"J.","full_name":"Menze, J.","last_name":"Menze"},{"last_name":"Krettenauer","full_name":"Krettenauer, Thomas","first_name":"Thomas"}],"date_created":"2021-10-21T11:53:20Z","status":"public","department":[{"_id":"452"}],"publication":"Lebenslanges Lernen in der Musikpädagogik. Theorie und Praxis ","author":[{"id":"27503","last_name":"Harteis","full_name":"Harteis, Christian","orcid":"https://orcid.org/0000-0002-3570-7626","first_name":"Christian"}],"publisher":"Lit","title":"Die Forderung nach Lebenslangem Lernen: Zwischen Banalität, Herausforderung und Zumutung","user_id":"27503","place":"Münster"},{"language":[{"iso":"eng"}],"doi":"10.13152/ijrvet.8.2.4","date_updated":"2022-02-03T11:52:36Z","publication_identifier":{"issn":["2197-8646","2197-8638"]},"publication_status":"published","department":[{"_id":"452"}],"title":"Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers","page":"208-223","citation":{"short":"M. Goller, C. Caruso, C. Harteis, International Journal for Research in Vocational Education and Training 8 (2021) 208–223.","ieee":"M. Goller, C. Caruso, and C. Harteis, “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers,” International Journal for Research in Vocational Education and Training, vol. 8, no. 2, pp. 208–223, 2021, doi: 10.13152/ijrvet.8.2.4.","ama":"Goller M, Caruso C, Harteis C. Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. International Journal for Research in Vocational Education and Training. 2021;8(2):208-223. doi:10.13152/ijrvet.8.2.4","apa":"Goller, M., Caruso, C., & Harteis, C. (2021). Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. International Journal for Research in Vocational Education and Training, 8(2), 208–223. https://doi.org/10.13152/ijrvet.8.2.4","chicago":"Goller, Michael, Carina Caruso, and Christian Harteis. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers.” International Journal for Research in Vocational Education and Training 8, no. 2 (2021): 208–23. https://doi.org/10.13152/ijrvet.8.2.4.","mla":"Goller, Michael, et al. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers.” International Journal for Research in Vocational Education and Training, vol. 8, no. 2, Uni Bremen Campus GmbH, 2021, pp. 208–23, doi:10.13152/ijrvet.8.2.4.","bibtex":"@article{Goller_Caruso_Harteis_2021, title={Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers}, volume={8}, DOI={10.13152/ijrvet.8.2.4}, number={2}, journal={International Journal for Research in Vocational Education and Training}, publisher={Uni Bremen Campus GmbH}, author={Goller, Michael and Caruso, Carina and Harteis, Christian}, year={2021}, pages={208–223} }"},"type":"journal_article","year":"2021","issue":"2","_id":"29728","intvolume":" 8","date_created":"2022-02-03T11:37:42Z","status":"public","volume":8,"keyword":["Education"],"publication":"International Journal for Research in Vocational Education and Training","author":[{"full_name":"Goller, Michael","orcid":"0000-0002-2820-9178","first_name":"Michael","id":"30984","last_name":"Goller"},{"first_name":"Carina","full_name":"Caruso, Carina","last_name":"Caruso"},{"last_name":"Harteis","id":"27503","first_name":"Christian","orcid":"https://orcid.org/0000-0002-3570-7626","full_name":"Harteis, Christian"}],"publisher":"Uni Bremen Campus GmbH","user_id":"74133","abstract":[{"text":"Purpose: This study aims at investigating how digitalisation (in the sense of industry 4.0) has changed the work of farmers and how they experience the changes from more traditional work to digitalised agriculture. It also investigates what knowledge farmers require on digitalised farms and how they acquire it. Dairy farming was used as domain of investigation since it, unlike other industries, has strongly been affected by digitalisation throughout the last years.Method: Exploratory interviews with 10 livestock farmers working on digitalised dairy farms were analysed using qualitative content analysis. A deductive and inductive coding strategy was used. Findings: Farming work has changed from more manual tasks towards symbol manipulation and data processing. Farmers must be able to use computers and other digital devices to retrieve and analyse sensor data that allow them to monitor and control the processes on their farm. For this new kind of work, farmers require elaborated mental models that link traditional farming knowledge with knowledge about digital systems, including a strong understanding of production processes underlying their farm. Learning is mostly based on instructions offered by manufacturers of the new technology as well as informal and non-formal learning modes. Even younger farmers report that digital technology was not sufficiently covered in their (vocational) degrees. In general, farmers emphasises the positive effects of digitalisation both on their working as well as private life. Conclusions: Farmers should be aware of the opportunities as well as the potential drawbacks of the digitalisation of work processes in agriculture. Providers of agricultural education (like vocational schools or training institutes) need to incorporate the knowledge and skills required to work in digitalised environments (e.g., data literacy) in their syllabi. Further studies are required to assess how digitalisation changes farming practices and what knowledge as well as skills linked to these developments are required in the future.","lang":"eng"}]},{"title":"Digitalisation in agriculture: Knowledge and learning requirements of German diary farmers","user_id":"14931","volume":8,"publication_status":"published","status":"public","date_created":"2021-10-21T11:51:23Z","author":[{"id":"30984","last_name":"Goller","orcid":"0000-0002-2820-9178","full_name":"Goller, Michael","first_name":"Michael"},{"full_name":"Caruso, Carina","first_name":"Carina","last_name":"Caruso"},{"id":"27503","last_name":"Harteis","orcid":"https://orcid.org/0000-0002-3570-7626","full_name":"Harteis, Christian","first_name":"Christian"}],"department":[{"_id":"452"}],"publication":"International Journal of Research on Vocational and Educational Training","issue":"2","intvolume":" 8","_id":"26689","date_updated":"2022-09-14T14:45:54Z","year":"2021","type":"journal_article","citation":{"short":"M. Goller, C. Caruso, C. Harteis, International Journal of Research on Vocational and Educational Training 8 (2021) 208–223.","ieee":"M. Goller, C. Caruso, and C. Harteis, “Digitalisation in agriculture: Knowledge and learning requirements of German diary farmers,” International Journal of Research on Vocational and Educational Training, vol. 8, no. 2, pp. 208–223, 2021.","apa":"Goller, M., Caruso, C., & Harteis, C. (2021). Digitalisation in agriculture: Knowledge and learning requirements of German diary farmers. International Journal of Research on Vocational and Educational Training, 8(2), 208–223.","ama":"Goller M, Caruso C, Harteis C. Digitalisation in agriculture: Knowledge and learning requirements of German diary farmers. International Journal of Research on Vocational and Educational Training. 2021;8(2):208-223.","chicago":"Goller, Michael, Carina Caruso, and Christian Harteis. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Diary Farmers.” International Journal of Research on Vocational and Educational Training 8, no. 2 (2021): 208–23.","bibtex":"@article{Goller_Caruso_Harteis_2021, title={Digitalisation in agriculture: Knowledge and learning requirements of German diary farmers}, volume={8}, number={2}, journal={International Journal of Research on Vocational and Educational Training}, author={Goller, Michael and Caruso, Carina and Harteis, Christian}, year={2021}, pages={208–223} }","mla":"Goller, Michael, et al. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Diary Farmers.” International Journal of Research on Vocational and Educational Training, vol. 8, no. 2, 2021, pp. 208–23."},"page":"208-223","language":[{"iso":"eng"}]},{"publication_status":"published","publication_identifier":{"issn":["2197-8646"]},"title":"Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers","language":[{"iso":"eng"}],"date_updated":"2023-01-06T12:17:27Z","doi":"10.13152/IJRVET.8.2.4.","author":[{"orcid":"0000-0002-2820-9178","full_name":"Goller, Michael","first_name":"Michael","id":"30984","last_name":"Goller"},{"id":"23123","last_name":"Caruso","full_name":"Caruso, Carina","first_name":"Carina"},{"first_name":"Christian","full_name":"Harteis, Christian","orcid":"https://orcid.org/0000-0002-3570-7626","last_name":"Harteis","id":"27503"}],"publication":"International Journal for Research in Vocational Education and Training","keyword":["Work-Based Learning","Organisational Change","Digital Competences","Qualitative Research","Digitalisation","Farming","Dairy","VET","Vocational Education and Training"],"status":"public","date_created":"2023-01-04T10:08:59Z","volume":8,"abstract":[{"text":"Purpose: This study aims at investigating how digitalisation (in the sense of industry 4.0) has changed the work of farmers and how they experience the changes from more traditional work to digitalised agriculture. It also investigates what knowledge farmers require on digitalised farms and how they acquire it. Dairy farming was used as domain of investigation since it, unlike other industries, has strongly been affected by digitalisation throughout the last years.\r\n\r\nMethod: Exploratory interviews with 10 livestock farmers working on digitalised dairy farms were analysed using qualitative content analysis. A deductive and inductive coding strategy was used. \r\n\r\nFindings: Farming work has changed from more manual tasks towards symbol manipulation and data processing. Farmers must be able to use computers and other digital devices to retrieve and analyse sensor data that allow them to monitor and control the processes on their farm. For this new kind of work, farmers require elaborated mental models that link traditional farming knowledge with knowledge about digital systems, including a strong understanding of production processes underlying their farm. Learning is mostly based on instructions offered by manufacturers of the new technology as well as informal and non-formal learning modes. Even younger farmers report that digital technology was not sufficiently covered in their (vocational) degrees. In general, farmers emphasises the positive effects of digitalisation both on their working as well as private life. \r\n\r\nConclusions: Farmers should be aware of the opportunities as well as the potential drawbacks of the digitalisation of work processes in agriculture. Providers of agricultural education (like vocational schools or training institutes) need to incorporate the knowledge and skills required to work in digitalised environments (e.g., data literacy) in their syllabi. Further studies are required to assess how digitalisation changes farming practices and what knowledge as well as skills linked to these developments are required in the future.","lang":"eng"}],"user_id":"86519","type":"journal_article","citation":{"chicago":"Goller, Michael, Carina Caruso, and Christian Harteis. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers.” International Journal for Research in Vocational Education and Training 8, no. 2 (2021): 208–223. https://doi.org/10.13152/IJRVET.8.2.4.","apa":"Goller, M., Caruso, C., & Harteis, C. (2021). Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. International Journal for Research in Vocational Education and Training, 8(2), 208–223. https://doi.org/10.13152/IJRVET.8.2.4.","ama":"Goller M, Caruso C, Harteis C. Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. International Journal for Research in Vocational Education and Training. 2021;8(2):208–223. doi:10.13152/IJRVET.8.2.4.","bibtex":"@article{Goller_Caruso_Harteis_2021, title={Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers}, volume={8}, DOI={10.13152/IJRVET.8.2.4.}, number={2}, journal={International Journal for Research in Vocational Education and Training}, author={Goller, Michael and Caruso, Carina and Harteis, Christian}, year={2021}, pages={208–223} }","mla":"Goller, Michael, et al. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers.” International Journal for Research in Vocational Education and Training, vol. 8, no. 2, 2021, pp. 208–223, doi:10.13152/IJRVET.8.2.4.","short":"M. Goller, C. Caruso, C. Harteis, International Journal for Research in Vocational Education and Training 8 (2021) 208–223.","ieee":"M. Goller, C. Caruso, and C. Harteis, “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers,” International Journal for Research in Vocational Education and Training, vol. 8, no. 2, pp. 208–223, 2021, doi: 10.13152/IJRVET.8.2.4."},"year":"2021","page":"208–223","_id":"35202","intvolume":" 8","issue":"2"},{"title":"Theorie und Praxis in der Lehrerbildung","user_id":"86519","place":"Wiesbaden","editor":[{"first_name":"Carina","full_name":"Caruso, Carina","last_name":"Caruso","id":"23123"},{"orcid":"https://orcid.org/0000-0002-3570-7626","full_name":"Harteis, Christian","first_name":"Christian","id":"27503","last_name":"Harteis"},{"last_name":"Gröschner","full_name":"Gröschner, Alexander","first_name":"Alexander"}],"alternative_title":["Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken"],"publication_status":"published","publication_identifier":{"issn":["2524-8677","2524-8685"],"isbn":["9783658325671","9783658325688"]},"status":"public","date_created":"2022-12-22T18:50:19Z","publisher":"Springer Fachmedien","doi":"10.1007/978-3-658-32568-8","_id":"34866","date_updated":"2023-01-06T12:19:55Z","citation":{"mla":"Caruso, Carina, et al., editors. Theorie und Praxis in der Lehrerbildung. Springer Fachmedien, 2021, doi:10.1007/978-3-658-32568-8.","bibtex":"@book{Caruso_Harteis_Gröschner_2021, place={Wiesbaden}, title={Theorie und Praxis in der Lehrerbildung}, DOI={10.1007/978-3-658-32568-8}, publisher={Springer Fachmedien}, year={2021} }","apa":"Caruso, C., Harteis, C., & Gröschner, A. (Eds.). (2021). Theorie und Praxis in der Lehrerbildung. Springer Fachmedien. https://doi.org/10.1007/978-3-658-32568-8","ama":"Caruso C, Harteis C, Gröschner A, eds. Theorie und Praxis in der Lehrerbildung. Springer Fachmedien; 2021. doi:10.1007/978-3-658-32568-8","chicago":"Caruso, Carina, Christian Harteis, and Alexander Gröschner, eds. Theorie und Praxis in der Lehrerbildung. Wiesbaden: Springer Fachmedien, 2021. https://doi.org/10.1007/978-3-658-32568-8.","ieee":"C. Caruso, C. Harteis, and A. Gröschner, Eds., Theorie und Praxis in der Lehrerbildung. Wiesbaden: Springer Fachmedien, 2021.","short":"C. Caruso, C. Harteis, A. Gröschner, eds., Theorie und Praxis in der Lehrerbildung, Springer Fachmedien, Wiesbaden, 2021."},"type":"book_editor","year":"2021","language":[{"iso":"ger"}]},{"user_id":"86519","abstract":[{"text":"Der Beitrag konstituiert sich als Zusammenschau von Perspektiven der Beiträge, die in diesem Sammelband enthalten sind. Es werden dabei Kerninhalte wie zentrale Fragen, Gestaltungsansätze und Perspektiven der Beiträge gebündelt, wobei die einzelnen fachdidaktischen Akzentuierungen in Bezug auf das Verständnis der Theorie-Praxis-Relationierung sowie fachspezifische Impulse zur Gestaltung der Lernbegleitung nicht wiederholt werden. Vielmehr zielt der Beitrag darauf ab, ausgewählte Aspekte zusammenzuführen und kritisch zu diskutieren, um Akzentuierungen in den fachdidaktischen Perspektiven hervorzuheben. Um diesem Vorhaben Rechnung zu tragen, gliedert sich dieses Resümee entlang der fachspezifischen Besonderheiten und Gemeinsamkeiten, die in den voranstehenden Beiträgen zur Geltung kommen. Im Rahmen einer abschließenden Diskussion werden Fragen hinsichtlich der zukünftigen Theorie-Praxis-Relationierung aufgeführt, deren Beantwortung als Aufgabe der Lehrerbildung bestehen bleibt.\r\n","lang":"ger"}],"status":"public","date_created":"2023-01-08T12:05:15Z","alternative_title":["Zusammenfassung und Perspektiven für eine entwicklungsorientierte Gestaltung der Lernbegleitung im Praktikum"],"publisher":"Springer","author":[{"full_name":"Caruso, Carina","first_name":"Carina","id":"23123","last_name":"Caruso"},{"first_name":"Christian","orcid":"https://orcid.org/0000-0002-3570-7626","full_name":"Harteis, Christian","last_name":"Harteis","id":"27503"},{"first_name":"Alexander","full_name":"Gröschner, Alexander","last_name":"Gröschner"}],"keyword":["Fachdidaktik","Lehrerbildung","Professionalisierung","Theorie-Praxis-Relationierung"],"publication":" Theorie und Praxis in der Lehrerbildung: Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken","_id":"35409","citation":{"mla":"Caruso, Carina, et al. “Fachdidaktische Ansätze der Theorie-Praxis-Relationierung.” Theorie und Praxis in der Lehrerbildung: Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken, edited by Carina Caruso et al., Springer, 2021, pp. 441–457, doi:10.1007/978-3-658-32568-8.","bibtex":"@inbook{Caruso_Harteis_Gröschner_2021, place={Wiesbaden}, series={Edition Fachdidaktiken}, title={Fachdidaktische Ansätze der Theorie-Praxis-Relationierung}, DOI={10.1007/978-3-658-32568-8}, booktitle={ Theorie und Praxis in der Lehrerbildung: Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken}, publisher={Springer}, author={Caruso, Carina and Harteis, Christian and Gröschner, Alexander}, editor={Caruso, Carina and Harteis, Christian and Gröschner, Alexander}, year={2021}, pages={441–457}, collection={Edition Fachdidaktiken} }","chicago":"Caruso, Carina, Christian Harteis, and Alexander Gröschner. “Fachdidaktische Ansätze der Theorie-Praxis-Relationierung.” In Theorie und Praxis in der Lehrerbildung: Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken, edited by Carina Caruso, Christian Harteis, and Alexander Gröschner, 441–457. Edition Fachdidaktiken. Wiesbaden: Springer, 2021. https://doi.org/10.1007/978-3-658-32568-8.","apa":"Caruso, C., Harteis, C., & Gröschner, A. (2021). Fachdidaktische Ansätze der Theorie-Praxis-Relationierung. In C. Caruso, C. Harteis, & A. Gröschner (Eds.), Theorie und Praxis in der Lehrerbildung: Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken (pp. 441–457). Springer. https://doi.org/10.1007/978-3-658-32568-8","ama":"Caruso C, Harteis C, Gröschner A. Fachdidaktische Ansätze der Theorie-Praxis-Relationierung. In: Caruso C, Harteis C, Gröschner A, eds. Theorie und Praxis in der Lehrerbildung: Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken. Edition Fachdidaktiken. Springer; 2021:441–457. doi:10.1007/978-3-658-32568-8","ieee":"C. Caruso, C. Harteis, and A. Gröschner, “Fachdidaktische Ansätze der Theorie-Praxis-Relationierung,” in Theorie und Praxis in der Lehrerbildung: Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken, C. Caruso, C. Harteis, and A. Gröschner, Eds. Wiesbaden: Springer, 2021, pp. 441–457.","short":"C. Caruso, C. Harteis, A. Gröschner, in: C. Caruso, C. Harteis, A. Gröschner (Eds.), Theorie und Praxis in der Lehrerbildung: Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken, Springer, Wiesbaden, 2021, pp. 441–457."},"type":"book_chapter","year":"2021","page":"441–457","title":"Fachdidaktische Ansätze der Theorie-Praxis-Relationierung","place":"Wiesbaden","editor":[{"first_name":"Carina","full_name":"Caruso, Carina","last_name":"Caruso"},{"last_name":"Harteis","first_name":"Christian","full_name":"Harteis, Christian"},{"first_name":"Alexander","full_name":"Gröschner, Alexander","last_name":"Gröschner"}],"publication_identifier":{"isbn":["978-3-658-32567-1"],"eisbn":["978-3-658-32568-8"],"issn":["2524-8677"],"eissn":["2524-8685"]},"publication_status":"published","doi":"10.1007/978-3-658-32568-8","date_updated":"2023-01-08T12:10:22Z","language":[{"iso":"ger"}],"series_title":"Edition Fachdidaktiken"},{"_id":"35411","type":"book_chapter","citation":{"apa":"Caruso, C., Harteis, C., & Gröschner, A. (2021). Praxisphasen in der Lehrerbildung. In C. Caruso, C. Harteis, & A. Gröschner (Eds.), Theorie und Praxis in der Lehrerbildung Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken (pp. 3–11). Springer. https://doi.org/10.1007/978-3-658-32568-8","ama":"Caruso C, Harteis C, Gröschner A. Praxisphasen in der Lehrerbildung. In: Caruso C, Harteis C, Gröschner A, eds. Theorie und Praxis in der Lehrerbildung Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken. Edition Fachdidaktiken. Springer; 2021:3-11. doi:10.1007/978-3-658-32568-8","chicago":"Caruso, Carina, Christian Harteis, and Alexander Gröschner. “Praxisphasen in der Lehrerbildung.” In Theorie und Praxis in der Lehrerbildung Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken, edited by Carina Caruso, Christian Harteis, and Alexander Gröschner, 3–11. Edition Fachdidaktiken. Wiesbaden: Springer, 2021. https://doi.org/10.1007/978-3-658-32568-8.","mla":"Caruso, Carina, et al. “Praxisphasen in der Lehrerbildung.” Theorie und Praxis in der Lehrerbildung Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken, edited by Carina Caruso et al., Springer, 2021, pp. 3–11, doi:10.1007/978-3-658-32568-8.","bibtex":"@inbook{Caruso_Harteis_Gröschner_2021, place={Wiesbaden}, series={Edition Fachdidaktiken}, title={Praxisphasen in der Lehrerbildung}, DOI={10.1007/978-3-658-32568-8}, booktitle={Theorie und Praxis in der Lehrerbildung Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken}, publisher={Springer}, author={Caruso, Carina and Harteis, Christian and Gröschner, Alexander}, editor={Caruso, Carina and Harteis, Christian and Gröschner, Alexander}, year={2021}, pages={3–11}, collection={Edition Fachdidaktiken} }","short":"C. Caruso, C. Harteis, A. Gröschner, in: C. Caruso, C. Harteis, A. Gröschner (Eds.), Theorie und Praxis in der Lehrerbildung Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken, Springer, Wiesbaden, 2021, pp. 3–11.","ieee":"C. Caruso, C. Harteis, and A. Gröschner, “Praxisphasen in der Lehrerbildung,” in Theorie und Praxis in der Lehrerbildung Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken, C. Caruso, C. Harteis, and A. Gröschner, Eds. Wiesbaden: Springer, 2021, pp. 3–11."},"year":"2021","page":"3-11","user_id":"86519","abstract":[{"lang":"ger","text":"Die Ausweitung schulpraktischer Anteile bzw. die Integration von Langzeitpraktika kennzeichnet die universitäre Lehrerbildung in Deutschland. Mit dieser Ausweitung bzw. Integration ist der Anspruch verbunden, dass schulpraktische Anteile im Studium die professionelle Entwicklung angehender Lehrpersonen positiv beeinflussen.\r\n"}],"alternative_title":["Ein Beitrag zur Professionalisierung angehender Lehrkräfte durch Theorie und Praxis?"],"status":"public","date_created":"2023-01-08T12:18:11Z","author":[{"last_name":"Caruso","id":"23123","first_name":"Carina","full_name":"Caruso, Carina"},{"id":"27503","last_name":"Harteis","orcid":"https://orcid.org/0000-0002-3570-7626","full_name":"Harteis, Christian","first_name":"Christian"},{"last_name":"Gröschner","first_name":"Alexander","full_name":"Gröschner, Alexander"}],"publisher":"Springer","publication":"Theorie und Praxis in der Lehrerbildung Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken","doi":"10.1007/978-3-658-32568-8","date_updated":"2023-01-08T12:18:17Z","language":[{"iso":"ger"}],"series_title":"Edition Fachdidaktiken","title":"Praxisphasen in der Lehrerbildung","place":"Wiesbaden","editor":[{"first_name":"Carina","full_name":"Caruso, Carina","last_name":"Caruso"},{"last_name":"Harteis","full_name":"Harteis, Christian","first_name":"Christian"},{"last_name":"Gröschner","full_name":"Gröschner, Alexander","first_name":"Alexander"}],"publication_status":"published","publication_identifier":{"eisbn":["978-3-658-32568-8"],"isbn":["978-3-658-32567-1"],"eissn":["2524-8685"],"issn":["2524-8677"]}},{"editor":[{"last_name":"Ifenthaler","full_name":"Ifenthaler, Dirk","first_name":"Dirk"},{"full_name":"Hofhues, Sandra","first_name":"Sandra","last_name":"Hofhues"},{"first_name":"Marc","full_name":"Egloffstein, Marc","last_name":"Egloffstein"},{"last_name":"Helbig","first_name":"Christian","full_name":"Helbig, Christian"}],"publication_status":"published","publication_identifier":{"eisbn":["978-3-030-55878-9"],"isbn":["978-3-030-55877-2"]},"title":"The Concept of a Digital Twin and Its Potential for Learning Organizations","place":"Cham","language":[{"iso":"eng"}],"doi":"10.1007/978-3-030-55878-9_6","date_updated":"2023-01-09T10:39:26Z","status":"public","date_created":"2023-01-09T10:38:42Z","author":[{"first_name":" Angelina","full_name":"Berisha-Gawlowski, Angelina","last_name":"Berisha-Gawlowski"},{"id":"23123","last_name":"Caruso","full_name":"Caruso, Carina","first_name":"Carina"},{"first_name":"Christian","full_name":"Harteis, Christian","orcid":"https://orcid.org/0000-0002-3570-7626","last_name":"Harteis","id":"27503"}],"publisher":"Springer","publication":"Digital Transformation of Learning Organizations ","keyword":["Digital twin","Learning organization","Change","Team learning","Professional development"],"user_id":"86519","abstract":[{"text":"The digital transformation of organizations in the industrial sector is primarily driven by the opportunity to increase productivity while simultaneously reducing costs through integration into a cyber-physical system. One way to fully tap the potential of a cyber-physical system is the concept of the digital twin, i.e., the real-time digital representation of machines and resources involved – including human resources. The vision of representing humans by digital twins primarily aims at increasing economic benefits. The digital twin of a human, however, cannot be designed in a similar way to that of a machine. The human digital twin shall rather enable humans to act within the cyber-physical system. It therefore offers humans a power of control and the opportunity to provide feedback. The concept of the digital twin is still in its infancy and raises many questions in particular from an educational perspective. The contribution aims at answering the following questions and refers to the example of team learning: Which and how much data should and may the digital twin contain in order to support humans in their learning? To what extent will humans be able to control and design their own learning? How may skills, experiences, and social interactions of humans be represented in the digital twin; their growth and further development, respectively? With cyber-physical systems transcending corporate, national, and legal boundaries, what learning culture will be the frame of reference for the involved organizations?","lang":"eng"}],"year":"2021","citation":{"ieee":"Angelina Berisha-Gawlowski, C. Caruso, and C. Harteis, “The Concept of a Digital Twin and Its Potential for Learning Organizations,” in Digital Transformation of Learning Organizations , D. Ifenthaler, S. Hofhues, M. Egloffstein, and C. Helbig, Eds. Cham: Springer, 2021, pp. 95–114.","short":"Angelina Berisha-Gawlowski, C. Caruso, C. Harteis, in: D. Ifenthaler, S. Hofhues, M. Egloffstein, C. Helbig (Eds.), Digital Transformation of Learning Organizations , Springer, Cham, 2021, pp. 95–114.","bibtex":"@inbook{Berisha-Gawlowski_Caruso_Harteis_2021, place={Cham}, title={The Concept of a Digital Twin and Its Potential for Learning Organizations}, DOI={10.1007/978-3-030-55878-9_6}, booktitle={Digital Transformation of Learning Organizations }, publisher={Springer}, author={Berisha-Gawlowski, Angelina and Caruso, Carina and Harteis, Christian}, editor={Ifenthaler, Dirk and Hofhues, Sandra and Egloffstein, Marc and Helbig, Christian}, year={2021}, pages={95–114} }","mla":"Berisha-Gawlowski, Angelina, et al. “The Concept of a Digital Twin and Its Potential for Learning Organizations.” Digital Transformation of Learning Organizations , edited by Dirk Ifenthaler et al., Springer, 2021, pp. 95–114, doi:10.1007/978-3-030-55878-9_6.","ama":"Berisha-Gawlowski Angelina, Caruso C, Harteis C. The Concept of a Digital Twin and Its Potential for Learning Organizations. In: Ifenthaler D, Hofhues S, Egloffstein M, Helbig C, eds. Digital Transformation of Learning Organizations . Springer; 2021:95–114. doi:10.1007/978-3-030-55878-9_6","apa":"Berisha-Gawlowski, Angelina, Caruso, C., & Harteis, C. (2021). The Concept of a Digital Twin and Its Potential for Learning Organizations. In D. Ifenthaler, S. Hofhues, M. Egloffstein, & C. Helbig (Eds.), Digital Transformation of Learning Organizations (pp. 95–114). Springer. https://doi.org/10.1007/978-3-030-55878-9_6","chicago":"Berisha-Gawlowski, Angelina, Carina Caruso, and Christian Harteis. “The Concept of a Digital Twin and Its Potential for Learning Organizations.” In Digital Transformation of Learning Organizations , edited by Dirk Ifenthaler, Sandra Hofhues, Marc Egloffstein, and Christian Helbig, 95–114. Cham: Springer, 2021. https://doi.org/10.1007/978-3-030-55878-9_6."},"type":"book_chapter","page":" 95–114","_id":"35464"},{"language":[{"iso":"ger"}],"page":"155-174","type":"book_chapter","year":"2020","citation":{"short":"C. Harteis, S. Billett, H. Gruber, in: G. Neuweg, R. Hermkes, T. Bonowski (Eds.), Implizites Wissen. Berufs- und wirtschaftspädagogische Annäherungen, wbv, Bielefeld, 2020, pp. 155–174.","ieee":"C. Harteis, S. Billett, and H. Gruber, “Expertiseentwicklung: Umwandlung von Wissen in Können,” in Implizites Wissen. Berufs- und wirtschaftspädagogische Annäherungen, G. Neuweg, R. Hermkes, and T. Bonowski, Eds. Bielefeld: wbv, 2020, pp. 155–174.","ama":"Harteis C, Billett S, Gruber H. Expertiseentwicklung: Umwandlung von Wissen in Können. In: Neuweg G, Hermkes R, Bonowski T, eds. Implizites Wissen. Berufs- und wirtschaftspädagogische Annäherungen. wbv; 2020:155-174.","apa":"Harteis, C., Billett, S., & Gruber, H. (2020). Expertiseentwicklung: Umwandlung von Wissen in Können. In G. Neuweg, R. Hermkes, & T. Bonowski (Eds.), Implizites Wissen. Berufs- und wirtschaftspädagogische Annäherungen (pp. 155–174). wbv.","chicago":"Harteis, Christian, Stephen Billett, and Hans Gruber. “Expertiseentwicklung: Umwandlung von Wissen in Können.” In Implizites Wissen. Berufs- und wirtschaftspädagogische Annäherungen, edited by Georg Neuweg, Rico Hermkes, and Tim Bonowski, 155–74. Bielefeld: wbv, 2020.","mla":"Harteis, Christian, et al. “Expertiseentwicklung: Umwandlung von Wissen in Können.” Implizites Wissen. Berufs- und wirtschaftspädagogische Annäherungen, edited by Georg Neuweg et al., wbv, 2020, pp. 155–74.","bibtex":"@inbook{Harteis_Billett_Gruber_2020, place={Bielefeld}, title={Expertiseentwicklung: Umwandlung von Wissen in Können}, booktitle={Implizites Wissen. Berufs- und wirtschaftspädagogische Annäherungen}, publisher={wbv}, author={Harteis, Christian and Billett, Stephen and Gruber, Hans}, editor={Neuweg, Georg and Hermkes, Rico and Bonowski, Tim}, year={2020}, pages={155–174} }"},"_id":"26681","date_updated":"2022-01-06T06:57:25Z","date_created":"2021-10-21T11:39:02Z","status":"public","publication_identifier":{"isbn":["9783763960071"]},"publication_status":"published","editor":[{"first_name":"Georg","full_name":"Neuweg, Georg","last_name":"Neuweg"},{"first_name":"Rico","full_name":"Hermkes, Rico","last_name":"Hermkes"},{"first_name":"Tim","full_name":"Bonowski, Tim","last_name":"Bonowski"}],"department":[{"_id":"452"}],"publication":"Implizites Wissen. 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Inwiefern können Praxisphasen im Studium zu einer Theorie-Praxis-Relationierung beitragen? Implikationen für die professionelle Entwicklung angehender Lehrkräfte. . In K. Rheinländer & D. Scholl (Eds.), Verlängerte Praxisphasen in der universitären Lehrerbildung: Spannungsfelder zwischen Theorie, Praxis und der Bestimmung von Professionalisierung (pp. 58–73). Bad Heilbrunn: Klinkhardt.","chicago":"Harteis, Christian, and Carina Caruso. “Inwiefern können Praxisphasen im Studium zu einer Theorie-Praxis-Relationierung beitragen? Implikationen für die professionelle Entwicklung angehender Lehrkräfte. .” In Verlängerte Praxisphasen in der universitären Lehrerbildung: Spannungsfelder zwischen Theorie, Praxis und der Bestimmung von Professionalisierung , edited by K. Rheinländer and D. Scholl, 58–73. Bad Heilbrunn: Klinkhardt, 2020.","mla":"Harteis, Christian, and Carina Caruso. “Inwiefern können Praxisphasen im Studium zu einer Theorie-Praxis-Relationierung beitragen? Implikationen für die professionelle Entwicklung angehender Lehrkräfte. .” Verlängerte Praxisphasen in der universitären Lehrerbildung: Spannungsfelder zwischen Theorie, Praxis und der Bestimmung von Professionalisierung , edited by K. Rheinländer and D. Scholl, Klinkhardt, 2020, pp. 58–73.","bibtex":"@inbook{Harteis_Caruso_2020, place={Bad Heilbrunn}, title={Inwiefern können Praxisphasen im Studium zu einer Theorie-Praxis-Relationierung beitragen? Implikationen für die professionelle Entwicklung angehender Lehrkräfte. }, booktitle={Verlängerte Praxisphasen in der universitären Lehrerbildung: Spannungsfelder zwischen Theorie, Praxis und der Bestimmung von Professionalisierung }, publisher={Klinkhardt}, author={Harteis, Christian and Caruso, Carina}, editor={Rheinländer, K. and Scholl, D.Editors}, year={2020}, pages={58–73} }","short":"C. Harteis, C. Caruso, in: K. Rheinländer, D. 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