[{"abstract":[{"lang":"eng","text":"This chapter presents a discussion of the concept of agency. Agency is understood as a multifaceted construct describing the idea that human beings make choices, act on these choices, and thereby exercise influence on their own lives as well as their environment. We argue that the concept is discussed from three different perspectives in the literature—transformational, dispositional, and relational—that are each related to learning and development in work contexts. These perspectives do not reflect incompatible positions but rather different aspects of the same phenomena. The chapter also offers an avenue of insight into empirical studies that employ agency as a central concept as well as discussions about concepts that closely overlap with ideas of human beings as agents of power and influence."}],"status":"public","publication":"Research Approaches on Workplace Learning","type":"book_chapter","keyword":["Agency Workplace learning Professional development Proactivity Self-direction"],"language":[{"iso":"eng"}],"_id":"30289","department":[{"_id":"452"}],"user_id":"50788","year":"2022","place":"Cham","citation":{"chicago":"Goller, Michael, and Susanna Paloniemi. “Agency: Taking Stock of Workplace Learning Research.” In <i>Research Approaches on Workplace Learning</i>. Cham: Springer International Publishing, 2022. <a href=\"https://doi.org/10.1007/978-3-030-89582-2_1\">https://doi.org/10.1007/978-3-030-89582-2_1</a>.","ieee":"M. Goller and S. Paloniemi, “Agency: Taking Stock of Workplace Learning Research,” in <i>Research Approaches on Workplace Learning</i>, Cham: Springer International Publishing, 2022.","ama":"Goller M, Paloniemi S. Agency: Taking Stock of Workplace Learning Research. In: <i>Research Approaches on Workplace Learning</i>. Springer International Publishing; 2022. doi:<a href=\"https://doi.org/10.1007/978-3-030-89582-2_1\">10.1007/978-3-030-89582-2_1</a>","apa":"Goller, M., &#38; Paloniemi, S. (2022). Agency: Taking Stock of Workplace Learning Research. In <i>Research Approaches on Workplace Learning</i>. Springer International Publishing. <a href=\"https://doi.org/10.1007/978-3-030-89582-2_1\">https://doi.org/10.1007/978-3-030-89582-2_1</a>","short":"M. Goller, S. Paloniemi, in: Research Approaches on Workplace Learning, Springer International Publishing, Cham, 2022.","bibtex":"@inbook{Goller_Paloniemi_2022, place={Cham}, title={Agency: Taking Stock of Workplace Learning Research}, DOI={<a href=\"https://doi.org/10.1007/978-3-030-89582-2_1\">10.1007/978-3-030-89582-2_1</a>}, booktitle={Research Approaches on Workplace Learning}, publisher={Springer International Publishing}, author={Goller, Michael and Paloniemi, Susanna}, year={2022} }","mla":"Goller, Michael, and Susanna Paloniemi. “Agency: Taking Stock of Workplace Learning Research.” <i>Research Approaches on Workplace Learning</i>, Springer International Publishing, 2022, doi:<a href=\"https://doi.org/10.1007/978-3-030-89582-2_1\">10.1007/978-3-030-89582-2_1</a>."},"publication_identifier":{"issn":["2210-5549","2210-5557"],"isbn":["9783030895815","9783030895822"]},"publication_status":"published","related_material":{"link":[{"relation":"other","url":"https://link.springer.com/chapter/10.1007/978-3-030-89582-2_1#Abs1"}]},"title":"Agency: Taking Stock of Workplace Learning Research","doi":"10.1007/978-3-030-89582-2_1","date_updated":"2022-03-13T19:14:43Z","publisher":"Springer International Publishing","date_created":"2022-03-13T19:09:20Z","author":[{"full_name":"Goller, Michael","id":"30984","last_name":"Goller","orcid":"0000-0002-2820-9178","first_name":"Michael"},{"last_name":"Paloniemi","full_name":"Paloniemi, Susanna","first_name":"Susanna"}]},{"intvolume":"         9","page":"92-119","citation":{"ieee":"M. Goller, “Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes,” <i>International Journal for Research in Vocational Education and Training</i>, vol. 9, no. 1, pp. 92–119, 2022, doi: <a href=\"https://doi.org/10.13152/IJRVET.9.1.5\">https://doi.org/10.13152/IJRVET.9.1.5</a>.","chicago":"Goller, Michael. “Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes.” <i>International Journal for Research in Vocational Education and Training</i> 9, no. 1 (2022): 92–119. <a href=\"https://doi.org/10.13152/IJRVET.9.1.5\">https://doi.org/10.13152/IJRVET.9.1.5</a>.","ama":"Goller M. Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes. <i>International Journal for Research in Vocational Education and Training</i>. 2022;9(1):92-119. doi:<a href=\"https://doi.org/10.13152/IJRVET.9.1.5\">https://doi.org/10.13152/IJRVET.9.1.5</a>","apa":"Goller, M. (2022). Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes. <i>International Journal for Research in Vocational Education and Training</i>, <i>9</i>(1), 92–119. <a href=\"https://doi.org/10.13152/IJRVET.9.1.5\">https://doi.org/10.13152/IJRVET.9.1.5</a>","mla":"Goller, Michael. “Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes.” <i>International Journal for Research in Vocational Education and Training</i>, vol. 9, no. 1, 2022, pp. 92–119, doi:<a href=\"https://doi.org/10.13152/IJRVET.9.1.5\">https://doi.org/10.13152/IJRVET.9.1.5</a>.","bibtex":"@article{Goller_2022, title={Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes}, volume={9}, DOI={<a href=\"https://doi.org/10.13152/IJRVET.9.1.5\">https://doi.org/10.13152/IJRVET.9.1.5</a>}, number={1}, journal={International Journal for Research in Vocational Education and Training}, author={Goller, Michael}, year={2022}, pages={92–119} }","short":"M. Goller, International Journal for Research in Vocational Education and Training 9 (2022) 92–119."},"year":"2022","issue":"1","doi":"https://doi.org/10.13152/IJRVET.9.1.5","title":"Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes","volume":9,"date_created":"2022-04-19T09:01:26Z","author":[{"first_name":"Michael","full_name":"Goller, Michael","id":"30984","orcid":"0000-0002-2820-9178","last_name":"Goller"}],"date_updated":"2022-04-19T09:01:49Z","status":"public","abstract":[{"text":"Context: The implementation of successful measures to support immigrants' integration in cultural, social, and economic life can be considered as one of today's greatest challenges for many societies. This is especially true for adolescent immigrants who have not yet been able to finish education or gain qualifications relevant to joining the labour market. That is why many receiving countries have developed and implemented special programmes that aim at supporting immigrants' integration by facilitating their employability. Unfortunately, not much is known about the process of implementing these programmes or about how education systems, schools, and teachers are dealing with the new situation and target group. In this contribution, the implementation, development, and challenges of German Vocational Integration Classes (VIC), as an example of comparable programmes in the EU, are investigated to address this research gap. The paper considers the following exploratory research questions: (a) What challenges have been experienced by teachers and social workers in the implementation of VIC as well as in the integration of immigrants into the labour market in recent years? (b) How can these challenges be met in the long run and how should VIC be developed to better achieve its aims? \r\n\r\nMethods: To answer these questions, a sequential qualitative study containing questionnaire and interview elements was conducted. First, teachers and social workers involved in VIC filled in a questionnaire about their experiences and experienced challenges in implementing VIC (N = 46). Then, supplementing interviews were conducted with participants from the first sample in order to generate further insights and to contextualise the findings from the first study part (N = 14). \r\n\r\nFindings: From the respondents' answers, it appears that the VIC programme is well implemented. The results show, however, that central challenges continue to exist. This concerns, for example, legal regulations or the development of adequate curricula, but also the scope and quality of language education. In addition, problems have also been identified with regard to students' culture-specific education and their individual attitudes. These prevailing problems seem to affect schooling and educational processes. In addition, respondents report feeling left alone to deal with problems and that their experiences from their daily work in VIC and with immigrants are not sufficiently taken into account in policy and school-related decisions. \r\n\r\nConclusions: Although VIC seems well implemented, key challenges remain in the view of the participants. It was found that teachers cannot solve many of the identified problems themselves, as they require action at the level of policy or school organisation. For staff, this can be accompanied by increased stress and demotivation. For the young immigrants, the existing challenges can have a long-term impact on school success and transition to vocational education and training. The study thus highlights the importance of targeted and holistic strategies to support immigrant integration through education. ","lang":"eng"}],"publication":"International Journal for Research in Vocational Education and Training","type":"journal_article","language":[{"iso":"eng"}],"keyword":["Immigration","Educational Policy","Employability","Mixed Methods","VET","Vocational Education and Training","Transitions From Education and Training to Employment"],"article_type":"original","department":[{"_id":"452"}],"user_id":"50788","_id":"30913"},{"keyword":["Education"],"language":[{"iso":"ger"}],"publication":"Zeitschrift für Erziehungswissenschaft","abstract":[{"lang":"eng","text":"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>"}],"publisher":"Springer Science and Business Media LLC","date_created":"2022-02-25T09:46:50Z","title":"Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?","year":"2022","_id":"30105","department":[{"_id":"452"}],"user_id":"50788","type":"journal_article","status":"public","date_updated":"2022-11-08T19:42:59Z","volume":25,"author":[{"last_name":"Kärner","full_name":"Kärner, Tobias","first_name":"Tobias"},{"orcid":"0000-0002-2820-9178","last_name":"Goller","id":"30984","full_name":"Goller, Michael","first_name":"Michael"},{"first_name":"Caroline","full_name":"Bonnes, Caroline","last_name":"Bonnes"},{"first_name":"Elisabeth","full_name":"Maué, Elisabeth","last_name":"Maué"}],"doi":"10.1007/s11618-022-01065-4","main_file_link":[{"url":"https://link.springer.com/article/10.1007/s11618-022-01065-4"}],"publication_identifier":{"issn":["1434-663X","1862-5215"]},"publication_status":"published","page":"687-719","intvolume":"        25","citation":{"apa":"Kärner, T., Goller, M., Bonnes, C., &#38; Maué, E. (2022). Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource? <i>Zeitschrift für Erziehungswissenschaft</i>, <i>25</i>, 687–719. <a href=\"https://doi.org/10.1007/s11618-022-01065-4\">https://doi.org/10.1007/s11618-022-01065-4</a>","short":"T. Kärner, M. Goller, C. Bonnes, E. Maué, Zeitschrift für Erziehungswissenschaft 25 (2022) 687–719.","mla":"Kärner, Tobias, et al. “Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?” <i>Zeitschrift für Erziehungswissenschaft</i>, vol. 25, Springer Science and Business Media LLC, 2022, pp. 687–719, doi:<a href=\"https://doi.org/10.1007/s11618-022-01065-4\">10.1007/s11618-022-01065-4</a>.","bibtex":"@article{Kärner_Goller_Bonnes_Maué_2022, title={Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?}, volume={25}, DOI={<a href=\"https://doi.org/10.1007/s11618-022-01065-4\">10.1007/s11618-022-01065-4</a>}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer Science and Business Media LLC}, author={Kärner, Tobias and Goller, Michael and Bonnes, Caroline and Maué, Elisabeth}, year={2022}, pages={687–719} }","ama":"Kärner T, Goller M, Bonnes C, Maué E. Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource? <i>Zeitschrift für Erziehungswissenschaft</i>. 2022;25:687-719. doi:<a href=\"https://doi.org/10.1007/s11618-022-01065-4\">10.1007/s11618-022-01065-4</a>","ieee":"T. Kärner, M. Goller, C. Bonnes, and E. Maué, “Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?,” <i>Zeitschrift für Erziehungswissenschaft</i>, vol. 25, pp. 687–719, 2022, doi: <a href=\"https://doi.org/10.1007/s11618-022-01065-4\">10.1007/s11618-022-01065-4</a>.","chicago":"Kärner, Tobias, Michael Goller, Caroline Bonnes, and Elisabeth Maué. “Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?” <i>Zeitschrift für Erziehungswissenschaft</i> 25 (2022): 687–719. <a href=\"https://doi.org/10.1007/s11618-022-01065-4\">https://doi.org/10.1007/s11618-022-01065-4</a>."}},{"date_updated":"2022-11-15T08:08:50Z","volume":41,"author":[{"first_name":"Tobias","full_name":"Kärner, Tobias","last_name":"Kärner"},{"first_name":"Michael","full_name":"Goller, Michael","id":"30984","orcid":"0000-0002-2820-9178","last_name":"Goller"},{"last_name":"Maier","full_name":"Maier, Andreas","first_name":"Andreas"}],"place":"Bielefeld","page":"213-230","intvolume":"        41","citation":{"apa":"Kärner, T., Goller, M., &#38; Maier, A. (2022). Augmented Reality Anwendungen in der betrieblichen Aus‐ und Weiterbildung. In S. Schumann, S. Seeber, &#38; S. Abele (Eds.), <i>Digitalisierung und digitale Medien in der Berufsbildung: Konzepte, Befunde und Herausforderungen</i> (Vol. 41, pp. 213–230). wbv.","bibtex":"@inbook{Kärner_Goller_Maier_2022, place={Bielefeld}, series={Wirtschaft – Beruf – Ethik}, title={Augmented Reality Anwendungen in der betrieblichen Aus‐ und Weiterbildung}, volume={41}, booktitle={Digitalisierung und digitale Medien in der Berufsbildung: Konzepte, Befunde und Herausforderungen}, publisher={wbv}, author={Kärner, Tobias and Goller, Michael and Maier, Andreas}, editor={Schumann, Stephan and Seeber, Susan and Abele, Stephan}, year={2022}, pages={213–230}, collection={Wirtschaft – Beruf – Ethik} }","short":"T. Kärner, M. Goller, A. Maier, in: S. Schumann, S. Seeber, S. Abele (Eds.), Digitalisierung und digitale Medien in der Berufsbildung: Konzepte, Befunde und Herausforderungen, wbv, Bielefeld, 2022, pp. 213–230.","mla":"Kärner, Tobias, et al. “Augmented Reality Anwendungen in der betrieblichen Aus‐ und Weiterbildung.” <i>Digitalisierung und digitale Medien in der Berufsbildung: Konzepte, Befunde und Herausforderungen</i>, edited by Stephan Schumann et al., vol. 41, wbv, 2022, pp. 213–30.","chicago":"Kärner, Tobias, Michael Goller, and Andreas Maier. “Augmented Reality Anwendungen in der betrieblichen Aus‐ und Weiterbildung.” In <i>Digitalisierung und digitale Medien in der Berufsbildung: Konzepte, Befunde und Herausforderungen</i>, edited by Stephan Schumann, Susan Seeber, and Stephan Abele, 41:213–30. Wirtschaft – Beruf – Ethik. Bielefeld: wbv, 2022.","ieee":"T. Kärner, M. Goller, and A. Maier, “Augmented Reality Anwendungen in der betrieblichen Aus‐ und Weiterbildung,” in <i>Digitalisierung und digitale Medien in der Berufsbildung: Konzepte, Befunde und Herausforderungen</i>, vol. 41, S. Schumann, S. Seeber, and S. Abele, Eds. Bielefeld: wbv, 2022, pp. 213–230.","ama":"Kärner T, Goller M, Maier A. Augmented Reality Anwendungen in der betrieblichen Aus‐ und Weiterbildung. In: Schumann S, Seeber S, Abele S, eds. <i>Digitalisierung und digitale Medien in der Berufsbildung: Konzepte, Befunde und Herausforderungen</i>. Vol 41. Wirtschaft – Beruf – Ethik. wbv; 2022:213-230."},"publication_status":"published","related_material":{"link":[{"relation":"confirmation","url":"https://www.wbv.de/openaccess/themenbereiche/berufs-und-wirtschaftspaedagogik/shop/detail/name/_/0/1/I71381"}]},"_id":"33985","department":[{"_id":"452"}],"series_title":"Wirtschaft – Beruf – Ethik","user_id":"79910","editor":[{"full_name":"Schumann, Stephan","last_name":"Schumann","first_name":"Stephan"},{"last_name":"Seeber","full_name":"Seeber, Susan","first_name":"Susan"},{"last_name":"Abele","full_name":"Abele, Stephan","first_name":"Stephan"}],"status":"public","type":"book_chapter","title":"Augmented Reality Anwendungen in der betrieblichen Aus‐ und Weiterbildung","publisher":"wbv","date_created":"2022-11-03T09:09:51Z","year":"2022","keyword":["Augmented Reality","Ausbildung","Weiterbildung","Lernen mit digitalen Medien","integratives Literaturreview"],"language":[{"iso":"ger"}],"abstract":[{"text":"Der Beitrag widmet sich dem Einsatz von Augmented Reality (AR) in betrieblichen Aus- und Weiterbildungskontexten. Hierbei stehen insbesondere Fragen zu Berufsfeldern\r\nund Ausbildungsinhalten, zu verwendeten AR-Spezifikationen, zu Zusammenhängen\r\nzwischen AR-Anwendung und leistungs-, wahrnehmungs- und motivationsbezogenen\r\nVariablen sowie zur didaktischen Einbettung entsprechender Technologien im Fokus.\r\nAuf Basis einer integrierenden Sichtung bestehender Literatur konnten insgesamt\r\n16 Studien sowie zwei bereits vorliegende Literaturreviews in die Analyse eingeschlossen werden. Die Ergebnisse verweisen u. a. auf eine heterogene Lage hinsichtlich forschungsmethodischer Zugänge und didaktischer Referenzkonzepte. Weitgehend förderliche Effekte auf leistungs-, wahrnehmungs- und motivationsbezogene Variablen\r\nstimmen insgesamt bezüglich des AR-Einsatzes positiv, machen aber auch die Notwendigkeit einer integrierten Betrachtung technologischer und pädagogisch-instruktionaler\r\nGestaltungsparameter deutlich.","lang":"ger"},{"text":"This contribution focuses on the use of augmented reality (AR) in vocational education and training as well as further education contexts. In particular, the focus is on\r\nquestions regarding what occupational fields and training contents use AR, what kind\r\nof AR are used, whether correlations between AR applications and performance-, perception- and motivation-related variables exist, as well as how AR is embedded in didactic and pedagogic contexts. Based on an integrative review of existing literature, a\r\ntotal of 16 studies and two existing literature reviews were included in the analysis.\r\nThe results indicate, among other things, that the studies use heterogeneous research\r\nmethodologies as well as didactic and pedagogic reference theories. A few studies\r\npoint to positive effects of AR use on performance-, perception- and motivation-related\r\nvariables. At the same time, the review emphasises a need to further integrate technological and pedagogical-instruction design parameters.","lang":"eng"}],"publication":"Digitalisierung und digitale Medien in der Berufsbildung: Konzepte, Befunde und Herausforderungen"},{"status":"public","abstract":[{"text":"Startpunkt jeglicher Professionalisierungsbemühungen ist ein Verständnis der für das professionelle Handeln notwendigen Kompetenzen. Dieser Beitrag widmet sich der literaturbasierten Identifikation von Kompetenzen des betrieblichen Ausbildungspersonals und ordnet diese den vier Kompetenzbereichen Fach-, Methoden-, Sozial- und Selbstkompetenz zu. Die Ergebnisse können sowohl als Grundlage für weitere Forschung dienen als auch in der Praxis als Orientierung für die Gestaltung von Qualifizierungsmaßnahmen verwendet werden.\r\n","lang":"ger"}],"publication":"Berufsbildung in Wissenschaft und Praxis – BWP","type":"journal_article","language":[{"iso":"ger"}],"department":[{"_id":"452"}],"user_id":"50788","_id":"34080","citation":{"mla":"Bonnes, Caroline, et al. “Kompetenzen des betrieblichen Ausbildungspersonals: Eine literaturbasierte Systematisierung.” <i>Berufsbildung in Wissenschaft und Praxis – BWP</i>, no. 4, 2022.","short":"C. Bonnes, J. Binkert, M. Goller, Berufsbildung in Wissenschaft und Praxis – BWP (2022).","bibtex":"@article{Bonnes_Binkert_Goller_2022, title={Kompetenzen des betrieblichen Ausbildungspersonals: Eine literaturbasierte Systematisierung}, number={4}, journal={Berufsbildung in Wissenschaft und Praxis – BWP}, author={Bonnes, Caroline  and Binkert, Julia and Goller, Michael}, year={2022} }","apa":"Bonnes, C., Binkert, J., &#38; Goller, M. (2022). Kompetenzen des betrieblichen Ausbildungspersonals: Eine literaturbasierte Systematisierung. <i>Berufsbildung in Wissenschaft und Praxis – BWP</i>, <i>4</i>.","ama":"Bonnes C, Binkert J, Goller M. Kompetenzen des betrieblichen Ausbildungspersonals: Eine literaturbasierte Systematisierung. <i>Berufsbildung in Wissenschaft und Praxis – BWP</i>. 2022;(4).","chicago":"Bonnes, Caroline , Julia Binkert, and Michael Goller. “Kompetenzen des betrieblichen Ausbildungspersonals: Eine literaturbasierte Systematisierung.” <i>Berufsbildung in Wissenschaft und Praxis – BWP</i>, no. 4 (2022).","ieee":"C. Bonnes, J. Binkert, and M. Goller, “Kompetenzen des betrieblichen Ausbildungspersonals: Eine literaturbasierte Systematisierung,” <i>Berufsbildung in Wissenschaft und Praxis – BWP</i>, no. 4, 2022."},"year":"2022","related_material":{"link":[{"relation":"confirmation","url":"https://www.bwp-zeitschrift.de/dienst/veroeffentlichungen/de/bwp.php/de/bwp/show/18099"}]},"issue":"4","publication_status":"published","title":"Kompetenzen des betrieblichen Ausbildungspersonals: Eine literaturbasierte Systematisierung","author":[{"first_name":"Caroline ","last_name":"Bonnes","full_name":"Bonnes, Caroline "},{"last_name":"Binkert","full_name":"Binkert, Julia","first_name":"Julia"},{"full_name":"Goller, Michael","id":"30984","last_name":"Goller","orcid":"0000-0002-2820-9178","first_name":"Michael"}],"date_created":"2022-11-15T08:08:14Z","date_updated":"2022-11-15T08:08:24Z"},{"language":[{"iso":"eng"}],"user_id":"79910","department":[{"_id":"452"}],"_id":"29104","status":"public","abstract":[{"lang":"eng","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."}],"editor":[{"first_name":"Margaret","full_name":"Malloch, Margaret","last_name":"Malloch"},{"full_name":"Cairns, Len","last_name":"Cairns","first_name":"Len"},{"first_name":"Karen","full_name":"Evans, Karen","last_name":"Evans"},{"first_name":"Bridget N.","full_name":"O'Connor, Bridget N.","last_name":"O'Connor"}],"type":"book_chapter","publication":"The SAGE Handbook of Learning and Work","title":"Digitalization of work: Challenges for workplace learning","date_created":"2021-12-22T19:07:05Z","author":[{"id":"27503","full_name":"Harteis, Christian","orcid":"https://orcid.org/0000-0002-3570-7626","last_name":"Harteis","first_name":"Christian"},{"last_name":"Goller","orcid":"0000-0002-2820-9178","full_name":"Goller, Michael","id":"30984","first_name":"Michael"},{"last_name":"Gerholz","full_name":"Gerholz, Karl-Heinz","first_name":"Karl-Heinz"}],"publisher":"SAGE Publications","date_updated":"2022-02-03T13:27:09Z","citation":{"ieee":"C. Harteis, M. Goller, and K.-H. Gerholz, “Digitalization of work: Challenges for workplace learning,” in <i>The SAGE Handbook of Learning and Work</i>, M. Malloch, L. Cairns, K. Evans, and B. N. O’Connor, Eds. London: SAGE Publications, 2022, pp. 329–342.","chicago":"Harteis, Christian, Michael Goller, and Karl-Heinz Gerholz. “Digitalization of Work: Challenges for Workplace Learning.” In <i>The SAGE Handbook of Learning and Work</i>, edited by Margaret Malloch, Len Cairns, Karen Evans, and Bridget N. O’Connor, 329–42. London: SAGE Publications, 2022.","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. <i>The SAGE Handbook of Learning and Work</i>. SAGE Publications; 2022:329-342.","apa":"Harteis, C., Goller, M., &#38; Gerholz, K.-H. (2022). Digitalization of work: Challenges for workplace learning. In M. Malloch, L. Cairns, K. Evans, &#38; B. N. 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Während z.B. zur Kompetenzentwicklung Studierender im PS mehrere Erkenntnisse vorliegen, ist die Perspektive von Mentor*innen bisher wenig untersucht. Dieser Bericht zielt darauf, die Relevanz von Mentor*innen herauszuarbeiten, Forschungsdesiderate zu umreißen und Handlungsoptionen aufzuzeigen.","lang":"ger"}],"user_id":"30984","department":[{"_id":"452"}],"_id":"29103","language":[{"iso":"ger"}],"keyword":["Schlagwörter: Mentoring","Praxissemester","Professionalisierung"],"issue":"4","related_material":{"link":[{"url":"https://www.waxmann.com/index.php?eID=download&id_artikel=ART104643&uid=frei","relation":"confirmation"}]},"publication_status":"published","citation":{"bibtex":"@article{Caruso_Goller_2022, title={Die Relevanz von Mentor*innen für die Professionalisierung von angehenden Lehrkräften im Praxissemester: Forschungsdesiderate und Handlungsoptionen}, volume={114}, number={4}, journal={Die Deutsche Schule}, publisher={Waxmann}, author={Caruso, Carina and Goller, Michael}, year={2022} }","mla":"Caruso, Carina, and Michael Goller. “Die Relevanz von Mentor*innen für die Professionalisierung von angehenden Lehrkräften im Praxissemester: Forschungsdesiderate und Handlungsoptionen.” <i>Die Deutsche Schule</i>, vol. 114, no. 4, Waxmann, 2022.","short":"C. 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Goller, “Die Relevanz von Mentor*innen für die Professionalisierung von angehenden Lehrkräften im Praxissemester: Forschungsdesiderate und Handlungsoptionen,” <i>Die Deutsche Schule</i>, vol. 114, no. 4, 2022.","chicago":"Caruso, Carina, and Michael Goller. “Die Relevanz von Mentor*innen für die Professionalisierung von angehenden Lehrkräften im Praxissemester: Forschungsdesiderate und Handlungsoptionen.” <i>Die Deutsche Schule</i> 114, no. 4 (2022)."},"intvolume":"       114","year":"2022","date_created":"2021-12-22T18:44:56Z","author":[{"first_name":"Carina","last_name":"Caruso","full_name":"Caruso, Carina"},{"id":"30984","full_name":"Goller, Michael","orcid":"0000-0002-2820-9178","last_name":"Goller","first_name":"Michael"}],"volume":114,"date_updated":"2022-02-03T13:28:51Z","publisher":"Waxmann","title":"Die Relevanz von Mentor*innen für die Professionalisierung von angehenden Lehrkräften im Praxissemester: Forschungsdesiderate und Handlungsoptionen"},{"_id":"33268","department":[{"_id":"452"}],"user_id":"50788","language":[{"iso":"eng"}],"publication":"Methods for Researching Professional Learning and Development","type":"book_chapter","status":"public","publisher":"Springer International Publishing","date_updated":"2022-09-06T11:43:35Z","date_created":"2022-09-06T11:41:11Z","author":[{"first_name":"Michael","full_name":"Goller, Michael","id":"30984","orcid":"0000-0002-2820-9178","last_name":"Goller"},{"first_name":"Frederic","full_name":"Hilkenmeier, Frederic","last_name":"Hilkenmeier"}],"title":"PLS-Based Structural Equation Modelling: An Alternative Approach to Estimating Complex Relationships Between Unobserved Constructs","doi":"10.1007/978-3-031-08518-5_12","publication_identifier":{"issn":["2210-5549","2210-5557"],"isbn":["9783031085178","9783031085185"]},"publication_status":"published","year":"2022","place":"Cham","citation":{"ieee":"M. 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Cham: Springer International Publishing, 2022.","chicago":"Goller, Michael, Eva Kyndt, Susanna Paloniemi, and Crina Damşa, eds. <i>Methods for Researching Professional Learning and Development</i>. Cham: Springer International Publishing, 2022. <a href=\"https://doi.org/10.1007/978-3-031-08518-5\">https://doi.org/10.1007/978-3-031-08518-5</a>.","ama":"Goller M, Kyndt E, Paloniemi S, Damşa C, eds. <i>Methods for Researching Professional Learning and Development</i>. Springer International Publishing; 2022. doi:<a href=\"https://doi.org/10.1007/978-3-031-08518-5\">10.1007/978-3-031-08518-5</a>"},"year":"2022","place":"Cham","publication_status":"published","publication_identifier":{"issn":["2210-5549","2210-5557"],"isbn":["9783031085178","9783031085185"]},"alternative_title":["Challenges, Applications and Empirical Illustrations"],"language":[{"iso":"eng"}],"user_id":"50788","department":[{"_id":"452"}],"_id":"33275","status":"public","editor":[{"first_name":"Michael","full_name":"Goller, Michael","id":"30984","orcid":"0000-0002-2820-9178","last_name":"Goller"},{"full_name":"Kyndt, Eva","last_name":"Kyndt","first_name":"Eva"},{"last_name":"Paloniemi","full_name":"Paloniemi, Susanna","first_name":"Susanna"},{"first_name":"Crina","full_name":"Damşa, Crina","last_name":"Damşa"}],"type":"book_editor"},{"publisher":"Springer ","date_created":"2023-01-06T11:47:17Z","title":"Q Method: Assessing Subjectivity Through Structured Ranking of Items","year":"2022","keyword":["Q method","Subjectivity","Internships","Teacher education","Q sort"],"language":[{"iso":"eng"}],"publication":" Methods for researching professional learning and development: Challenges, applications and empirical illustrations","abstract":[{"lang":"eng","text":"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."}],"date_updated":"2023-01-06T12:16:56Z","volume":33,"author":[{"full_name":"Leidig, Susann","last_name":"Leidig","first_name":"Susann"},{"full_name":"Köhler, Hanna","last_name":"Köhler","first_name":"Hanna"},{"last_name":"Caruso","id":"23123","full_name":"Caruso, Carina","first_name":"Carina"},{"first_name":"Michael","orcid":"0000-0002-2820-9178","last_name":"Goller","id":"30984","full_name":"Goller, Michael"}],"doi":"10.1007/978-3-031-08518-5_20","publication_identifier":{"eisbn":["978-3-031-08518-5"],"isbn":["978-3-031-08517-8"],"issn":["2210-5549"],"eissn":["2210-5557"]},"publication_status":"published","place":"Cham","page":"441–466","intvolume":"        33","citation":{"apa":"Leidig, S., Köhler, H., Caruso, C., &#38; Goller, M. (2022). Q Method: Assessing Subjectivity Through Structured Ranking of Items. In M. Goller, E. Kyndt, S. Paloniemi, &#38; C. Damşa  (Eds.), <i> Methods for researching professional learning and development: Challenges, applications and empirical illustrations</i> (Vol. 33, pp. 441–466). Springer . <a href=\"https://doi.org/10.1007/978-3-031-08518-5_20\">https://doi.org/10.1007/978-3-031-08518-5_20</a>","mla":"Leidig, Susann, et al. “Q Method: Assessing Subjectivity Through Structured Ranking of Items.” <i> Methods for Researching Professional Learning and Development: Challenges, Applications and Empirical Illustrations</i>, edited by Michael Goller et al., vol. 33, Springer , 2022, pp. 441–466, doi:<a href=\"https://doi.org/10.1007/978-3-031-08518-5_20\">10.1007/978-3-031-08518-5_20</a>.","bibtex":"@inbook{Leidig_Köhler_Caruso_Goller_2022, place={Cham}, series={Professional and Practice-based Learning}, title={Q Method: Assessing Subjectivity Through Structured Ranking of Items}, volume={33}, DOI={<a href=\"https://doi.org/10.1007/978-3-031-08518-5_20\">10.1007/978-3-031-08518-5_20</a>}, booktitle={ Methods for researching professional learning and development: Challenges, applications and empirical illustrations}, publisher={Springer }, author={Leidig, Susann and Köhler, Hanna and Caruso, Carina and Goller, Michael}, editor={Goller, Michael and Kyndt, Eva and Paloniemi, Susanna and Damşa , Crina}, year={2022}, pages={441–466}, collection={Professional and Practice-based Learning} }","short":"S. Leidig, H. Köhler, C. Caruso, M. Goller, in: M. Goller, E. Kyndt, S. Paloniemi, C. Damşa  (Eds.),  Methods for Researching Professional Learning and Development: Challenges, Applications and Empirical Illustrations, Springer , Cham, 2022, pp. 441–466.","chicago":"Leidig, Susann, Hanna Köhler, Carina Caruso, and Michael Goller. “Q Method: Assessing Subjectivity Through Structured Ranking of Items.” In <i> Methods for Researching Professional Learning and Development: Challenges, Applications and Empirical Illustrations</i>, edited by Michael Goller, Eva Kyndt, Susanna Paloniemi, and Crina Damşa , 33:441–466. Professional and Practice-Based Learning. Cham: Springer , 2022. <a href=\"https://doi.org/10.1007/978-3-031-08518-5_20\">https://doi.org/10.1007/978-3-031-08518-5_20</a>.","ieee":"S. Leidig, H. Köhler, C. Caruso, and M. Goller, “Q Method: Assessing Subjectivity Through Structured Ranking of Items,” in <i> Methods for researching professional learning and development: Challenges, applications and empirical illustrations</i>, vol. 33, M. Goller, E. Kyndt, S. Paloniemi, and C. Damşa , Eds. Cham: Springer , 2022, pp. 441–466.","ama":"Leidig S, Köhler H, Caruso C, Goller M. Q Method: Assessing Subjectivity Through Structured Ranking of Items. In: Goller M, Kyndt E, Paloniemi S, Damşa  C, eds. <i> Methods for Researching Professional Learning and Development: Challenges, Applications and Empirical Illustrations</i>. Vol 33. Professional and Practice-based Learning. Springer ; 2022:441–466. doi:<a href=\"https://doi.org/10.1007/978-3-031-08518-5_20\">10.1007/978-3-031-08518-5_20</a>"},"_id":"35325","user_id":"86519","series_title":"Professional and Practice-based Learning","type":"book_chapter","editor":[{"first_name":"Michael","last_name":"Goller","full_name":"Goller, Michael"},{"first_name":"Eva","full_name":"Kyndt, Eva","last_name":"Kyndt"},{"first_name":"Susanna","last_name":"Paloniemi","full_name":"Paloniemi, Susanna"},{"first_name":"Crina","last_name":"Damşa ","full_name":"Damşa , Crina"}],"status":"public"},{"year":"2022","issue":"4","title":" Die Relevanz von Mentor*innen für die Professionalisierung von angehenden Lehrkräften im Praxissemester: Forschungsdesiderate und Handlungsoptionen","publisher":"Waxmann","date_created":"2023-01-03T12:47:47Z","abstract":[{"lang":"ger","text":"Im Praxissemester (PS) sind Mentor*innen für Studierende wichtige Bezugspersonen, die sie u.a. bei der Planung, Durchführung und Reflexion von Unterricht begleiten. Während z.B. zur Kompetenzentwicklung Studierender im PS mehrere Erkenntnisse vorliegen, ist die Perspektive von Mentor*innen bisher wenig untersucht. Dieser Bericht zielt darauf, die Relevanz von Mentor*innen herauszuarbeiten, Forschungsdesiderate zu umreißen und Handlungsoptionen aufzuzeigen."},{"lang":"eng","text":"Within long-term internships, mentors are highly relevant resources and cooperation partners for teacher students. While several studies already shed light on students’ competence development during such internships, only very little is known about the mentors’ perspective on their own role in the underlying learning and development processes. This report aims to highlight the relevance of mentors, to designate research desiderata and to identify options for action."}],"publication":" Die Deutsche Schule","keyword":["Mentoring","Praxissemester","Professionalisierung / internships","mentoring","professionalisation"],"language":[{"iso":"ger"}],"page":"1–6","intvolume":"       114","citation":{"mla":"Caruso, Carina, and Michael Goller. “ Die Relevanz von Mentor*innen für die Professionalisierung von angehenden Lehrkräften im Praxissemester: Forschungsdesiderate und Handlungsoptionen.” <i> Die Deutsche Schule</i>, vol. 114, no. 4, Waxmann, 2022, pp. 1–6.","short":"C. Caruso, M. Goller,  Die Deutsche Schule 114 (2022) 1–6.","bibtex":"@article{Caruso_Goller_2022, title={ Die Relevanz von Mentor*innen für die Professionalisierung von angehenden Lehrkräften im Praxissemester: Forschungsdesiderate und Handlungsoptionen}, volume={114}, number={4}, journal={ Die Deutsche Schule}, publisher={Waxmann}, author={Caruso, Carina and Goller, Michael}, year={2022}, pages={1–6} }","apa":"Caruso, C., &#38; Goller, M. (2022).  Die Relevanz von Mentor*innen für die Professionalisierung von angehenden Lehrkräften im Praxissemester: Forschungsdesiderate und Handlungsoptionen. <i> Die Deutsche Schule</i>, <i>114</i>(4), 1–6.","ama":"Caruso C, Goller M.  Die Relevanz von Mentor*innen für die Professionalisierung von angehenden Lehrkräften im Praxissemester: Forschungsdesiderate und Handlungsoptionen. <i> Die Deutsche Schule</i>. 2022;114(4):1–6.","chicago":"Caruso, Carina, and Michael Goller. “ Die Relevanz von Mentor*innen für die Professionalisierung von angehenden Lehrkräften im Praxissemester: Forschungsdesiderate und Handlungsoptionen.” <i> Die Deutsche Schule</i> 114, no. 4 (2022): 1–6.","ieee":"C. Caruso and M. Goller, “ Die Relevanz von Mentor*innen für die Professionalisierung von angehenden Lehrkräften im Praxissemester: Forschungsdesiderate und Handlungsoptionen,” <i> Die Deutsche Schule</i>, vol. 114, no. 4, pp. 1–6, 2022."},"publication_status":"published","main_file_link":[{"url":"https://www.waxmann.com/artikelART104643"}],"date_updated":"2023-01-06T12:23:17Z","volume":114,"author":[{"first_name":"Carina","full_name":"Caruso, Carina","id":"23123","last_name":"Caruso"},{"first_name":"Michael","orcid":"0000-0002-2820-9178","last_name":"Goller","full_name":"Goller, Michael","id":"30984"}],"status":"public","type":"journal_article","alternative_title":["Forschungsdesiderate und Handlungsoptionen"],"_id":"35138","user_id":"86519"},{"doi":"10.3278/SEM2204W006","title":"Erkenntnisse zur Verbesserung von Mentoringprozessen in der Lehrer:innenausbildung","author":[{"full_name":"Goller, Michael","id":"30984","last_name":"Goller","orcid":"0000-0002-2820-9178","first_name":"Michael"},{"full_name":"Caruso, Carina","id":"23123","last_name":"Caruso","first_name":"Carina"},{"orcid":"https://orcid.org/0000-0002-3570-7626","last_name":"Harteis","id":"27503","full_name":"Harteis, Christian","first_name":"Christian"}],"date_created":"2024-01-09T18:10:53Z","volume":28,"date_updated":"2024-01-09T18:11:16Z","citation":{"chicago":"Goller, Michael, Carina Caruso, and Christian Harteis. “Erkenntnisse Zur Verbesserung von Mentoringprozessen in Der Lehrer:Innenausbildung.” <i>SEMINAR – Lehrerbildung Und Schule</i> 28, no. 4 (2022). <a href=\"https://doi.org/10.3278/SEM2204W006\">https://doi.org/10.3278/SEM2204W006</a>.","ieee":"M. Goller, C. Caruso, and C. Harteis, “Erkenntnisse zur Verbesserung von Mentoringprozessen in der Lehrer:innenausbildung,” <i>SEMINAR – Lehrerbildung und Schule</i>, vol. 28, no. 4, 2022, doi: <a href=\"https://doi.org/10.3278/SEM2204W006\">10.3278/SEM2204W006</a>.","ama":"Goller M, Caruso C, Harteis C. Erkenntnisse zur Verbesserung von Mentoringprozessen in der Lehrer:innenausbildung. <i>SEMINAR – Lehrerbildung und Schule</i>. 2022;28(4). doi:<a href=\"https://doi.org/10.3278/SEM2204W006\">10.3278/SEM2204W006</a>","mla":"Goller, Michael, et al. “Erkenntnisse Zur Verbesserung von Mentoringprozessen in Der Lehrer:Innenausbildung.” <i>SEMINAR – Lehrerbildung Und Schule</i>, vol. 28, no. 4, 2022, doi:<a href=\"https://doi.org/10.3278/SEM2204W006\">10.3278/SEM2204W006</a>.","short":"M. Goller, C. Caruso, C. Harteis, SEMINAR – Lehrerbildung Und Schule 28 (2022).","bibtex":"@article{Goller_Caruso_Harteis_2022, title={Erkenntnisse zur Verbesserung von Mentoringprozessen in der Lehrer:innenausbildung}, volume={28}, DOI={<a href=\"https://doi.org/10.3278/SEM2204W006\">10.3278/SEM2204W006</a>}, number={4}, journal={SEMINAR – Lehrerbildung und Schule}, author={Goller, Michael and Caruso, Carina and Harteis, Christian}, year={2022} }","apa":"Goller, M., Caruso, C., &#38; Harteis, C. (2022). Erkenntnisse zur Verbesserung von Mentoringprozessen in der Lehrer:innenausbildung. <i>SEMINAR – Lehrerbildung Und Schule</i>, <i>28</i>(4). <a href=\"https://doi.org/10.3278/SEM2204W006\">https://doi.org/10.3278/SEM2204W006</a>"},"intvolume":"        28","year":"2022","issue":"4","language":[{"iso":"eng"}],"user_id":"86519","_id":"50408","status":"public","type":"journal_article","publication":"SEMINAR – Lehrerbildung und Schule"},{"year":"2021","quality_controlled":"1","title":"Zum Zusammenhang von Berufsethos und der Berufswahlmotivation angehender Wirtschaftspädagog*innen","date_created":"2021-04-28T17:55:42Z","file":[{"content_type":"application/pdf","relation":"main_file","date_updated":"2021-04-28T18:01:59Z","date_created":"2021-04-28T17:53:45Z","creator":"mgoller","file_size":727443,"file_id":"21816","file_name":"ziegler_goller_spezial18.pdf","access_level":"open_access"}],"abstract":[{"lang":"ger","text":"Sowohl Berufsethos als auch Berufswahlmotivation tragen zu relevanten lern-, leistungs- und laufbahnbedingenden Prozessen eines Individuums bei und prägen dessen Lebensverlauf wesentlich. Während die Berufswahlmotivation bereits verstärkt im wirtschaftspädagogischen Kontext untersucht wurde, existieren zum Berufsethos von Wirtschaftspädagog*innen nur vereinzelt empirische Studien. So ist beispielsweise wenig darüber bekannt, wie das Berufsethos von Wirtschaftspädagog*innen in der Ausbildungsphase ausgeprägt ist. Auch die Erforschung des Zusammenhangs zwischen den Konstrukten des Berufsethos und der Berufswahlmotivation blieb bisher unbeachtet. In diesem Beitrag wird entsprechend dieses Forschungsdesiderats untersucht, wie das anfänglich ausgebildete Berufsethos von Wirtschaftspädagogikstudierenden in der universitären Ausbildung ausgeprägt ist, ob sich die Ausprägung nach dem angegebenen Berufswunsch der Studierenden unterscheidet und inwiefern das anfänglich ausgeprägte Berufsethos mit der Berufswahlmotivation von Studierenden zusammenhängt. Dafür wurden im Wintersemester 2019/20 an zwölf deutschen Universitäten insgesamt 879 Wirtschaftspädagogikstudierende schriftlich befragt. Die Ergebnisse zeigen, dass das anfängliche Berufsethos der Befragten bereits in der universitären Ausbildungsphase relativ stark ausgeprägt ist. Weiterhin ist zu erkennen, dass das Berufsethos bei angehenden Wirtschaftspädagog*innen, die den Berufswunsch Lehrkraft haben, ausgeprägter ist als bei Wirtschaftspädagogikstudierenden, die eine Tätigkeit außerhalb des Schuldienstes anstreben bzw. noch unentschlossen sind. Letztlich kann aufgezeigt werden, dass grundsätzlich positive Zusammenhänge zwischen dem anfänglich ausgeprägten Berufsethos und der Berufswahlmotivation von angehenden Wirtschaftspädagog*innen bestehen."}],"publication":"bwp@ Spezial","language":[{"iso":"ger"}],"keyword":["Berufsethos","Berufswahlmotivation","Wirtschaftspädagogik","Studierende"],"ddc":["370"],"intvolume":"        18","page":"1-28","citation":{"apa":"Goller, M., &#38; Ziegler, S. (2021). Zum Zusammenhang von Berufsethos und der Berufswahlmotivation angehender Wirtschaftspädagog*innen. <i>bwp@ Spezial</i>, <i>18</i>, 1–28.","short":"M. Goller, S. Ziegler, bwp@ Spezial 18 (2021) 1–28.","bibtex":"@article{Goller_Ziegler_2021, title={Zum Zusammenhang von Berufsethos und der Berufswahlmotivation angehender Wirtschaftspädagog*innen}, volume={18}, journal={bwp@ Spezial}, author={Goller, Michael and Ziegler, Simone}, year={2021}, pages={1–28} }","mla":"Goller, Michael, and Simone Ziegler. “Zum Zusammenhang von Berufsethos und der Berufswahlmotivation angehender Wirtschaftspädagog*innen.” <i>bwp@ Spezial</i>, vol. 18, 2021, pp. 1–28.","ama":"Goller M, Ziegler S. Zum Zusammenhang von Berufsethos und der Berufswahlmotivation angehender Wirtschaftspädagog*innen. <i>bwp@ Spezial</i>. 2021;18:1-28.","chicago":"Goller, Michael, and Simone Ziegler. “Zum Zusammenhang von Berufsethos und der Berufswahlmotivation angehender Wirtschaftspädagog*innen.” <i>bwp@ Spezial</i> 18 (2021): 1–28.","ieee":"M. Goller and S. Ziegler, “Zum Zusammenhang von Berufsethos und der Berufswahlmotivation angehender Wirtschaftspädagog*innen,” <i>bwp@ Spezial</i>, vol. 18, pp. 1–28, 2021."},"publication_identifier":{"issn":["1618-8543"]},"has_accepted_license":"1","publication_status":"published","main_file_link":[{"url":"https://www.bwpat.de/spezial18/ziegler_goller_spezial18.pdf","open_access":"1"}],"volume":18,"author":[{"full_name":"Goller, Michael","id":"30984","orcid":"0000-0002-2820-9178","last_name":"Goller","first_name":"Michael"},{"first_name":"Simone","full_name":"Ziegler, Simone","last_name":"Ziegler"}],"date_updated":"2022-01-06T06:55:15Z","oa":"1","status":"public","type":"journal_article","file_date_updated":"2021-04-28T18:01:59Z","article_type":"original","department":[{"_id":"452"}],"user_id":"30984","_id":"21815"},{"issue":"2","publication_identifier":{"issn":["2197-8646","2197-8638"]},"publication_status":"published","page":"208-223","intvolume":"         8","citation":{"mla":"Goller, Michael, et al. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers.” <i>International Journal for Research in Vocational Education and Training</i>, vol. 8, no. 2, Uni Bremen Campus GmbH, 2021, pp. 208–23, doi:<a href=\"https://doi.org/10.13152/ijrvet.8.2.4\">10.13152/ijrvet.8.2.4</a>.","bibtex":"@article{Goller_Caruso_Harteis_2021, title={Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers}, volume={8}, DOI={<a href=\"https://doi.org/10.13152/ijrvet.8.2.4\">10.13152/ijrvet.8.2.4</a>}, 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} }","short":"M. Goller, C. Caruso, C. Harteis, International Journal for Research in Vocational Education and Training 8 (2021) 208–223.","apa":"Goller, M., Caruso, C., &#38; Harteis, C. (2021). Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. <i>International Journal for Research in Vocational Education and Training</i>, <i>8</i>(2), 208–223. <a href=\"https://doi.org/10.13152/ijrvet.8.2.4\">https://doi.org/10.13152/ijrvet.8.2.4</a>","ama":"Goller M, Caruso C, Harteis C. Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. <i>International Journal for Research in Vocational Education and Training</i>. 2021;8(2):208-223. doi:<a href=\"https://doi.org/10.13152/ijrvet.8.2.4\">10.13152/ijrvet.8.2.4</a>","ieee":"M. Goller, C. Caruso, and C. Harteis, “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers,” <i>International Journal for Research in Vocational Education and Training</i>, vol. 8, no. 2, pp. 208–223, 2021, doi: <a href=\"https://doi.org/10.13152/ijrvet.8.2.4\">10.13152/ijrvet.8.2.4</a>.","chicago":"Goller, Michael, Carina Caruso, and Christian Harteis. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers.” <i>International Journal for Research in Vocational Education and Training</i> 8, no. 2 (2021): 208–23. <a href=\"https://doi.org/10.13152/ijrvet.8.2.4\">https://doi.org/10.13152/ijrvet.8.2.4</a>."},"year":"2021","volume":8,"author":[{"first_name":"Michael","last_name":"Goller","orcid":"0000-0002-2820-9178","id":"30984","full_name":"Goller, Michael"},{"full_name":"Caruso, Carina","last_name":"Caruso","first_name":"Carina"},{"first_name":"Christian","last_name":"Harteis","orcid":"https://orcid.org/0000-0002-3570-7626","full_name":"Harteis, Christian","id":"27503"}],"date_created":"2022-02-03T11:37:42Z","publisher":"Uni Bremen Campus GmbH","date_updated":"2022-02-03T11:52:36Z","doi":"10.13152/ijrvet.8.2.4","title":"Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers","publication":"International Journal for Research in Vocational Education and Training","type":"journal_article","status":"public","abstract":[{"text":"<jats:p>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.</jats:p>","lang":"eng"}],"department":[{"_id":"452"}],"user_id":"74133","_id":"29728","language":[{"iso":"eng"}],"keyword":["Education"]},{"publication":"Edition Fachdidaktiken","abstract":[{"lang":"ger","text":"Das Studium der Wirtschaftspädagogik bereitet Studierende auf das didaktische Handeln in beruflichen Lehr-Lernkontexten (u. a. berufliche Schulen, Ausbildung in Betrieben) vor. Theorie-Praxis-Verzahnung ist somit aus zwei Perspektiven zu modellieren: Einerseits geht es um den Aufbau eines fachwissenschaftlichen Verständnisses, welches von den Handlungszusammenhängen in einer beruflichen Domäne mit kaufmännisch-verwaltenden Bezügen ausgeht und weniger auf einer rein fachwissenschaftlichen Bildung beruht. Die zukünftige Berufspraxis der Schülerinnen und Schüler muss in den Blick genommen werden. Andererseits geht es um die Professionalisierung als pädagogisches Personal, welches berufsbezogene Lernprozesse fachdidaktisch gestalten kann. Die zukünftige Lehrpraxis in beruflichen Lehr-Lernkontexten ist in den Blick zu nehmen. Zielstellung des Beitrages ist es, diese doppelte Theorie-Praxis-Verzahnung als Konstitutionsmerkmal der Wirtschaftspädagogik aufzuzeigen (Abschn. 2), um darauf basierend anhand von Theorien des Lernens am Arbeitsplatz Potenziale und Grenzen des Lernortes Praxis als Beitrag zur Professionalisierung angehender Wirtschaftspädagog*innen im Studium herauszuarbeiten (Abschn. 3). Am Beispiel des Konzeptes von Universitätsschulen soll eine Umsetzungsvariante zur Theorie-Praxis-Verzahnung unter Herausarbeitung der Potenziale der jeweiligen Lernorte Schule und Universität aufgezeigt werden (Abschn. 4)."}],"language":[{"iso":"ger"}],"keyword":["Berufliche Lehrerbildung","Professional Learning","Theorie-Praxis-Verzahnung","Wirtschaftspädagogik","Universitätsschulen"],"year":"2021","date_created":"2021-12-22T17:20:50Z","publisher":"Springer","title":"Theorie-Praxis-Verzahnung in der Wirtschaftspädagogik: Potenziale und Grenzen des Lernortes Praxis","type":"book_chapter","status":"public","editor":[{"first_name":"Carina","last_name":"Caruso","full_name":"Caruso, Carina"},{"last_name":"Harteis","full_name":"Harteis, Christian","first_name":"Christian"},{"first_name":"Alexander","last_name":"Gröschner","full_name":"Gröschner, Alexander"}],"user_id":"79910","department":[{"_id":"452"}],"_id":"29102","related_material":{"link":[{"url":"https://link.springer.com/chapter/10.1007%2F978-3-658-32568-8_22","relation":"confirmation"}]},"publication_status":"published","publication_identifier":{"isbn":["9783658325671","9783658325688"],"issn":["2524-8677","2524-8685"]},"citation":{"ieee":"K.-H. Gerholz and M. Goller, “Theorie-Praxis-Verzahnung in der Wirtschaftspädagogik: Potenziale und Grenzen des Lernortes Praxis,” in <i>Edition Fachdidaktiken</i>, C. Caruso, C. Harteis, and A. Gröschner, Eds. Wiesbaden: Springer, 2021, pp. 393–419.","chicago":"Gerholz, Karl-Heinz, and Michael Goller. “Theorie-Praxis-Verzahnung in der Wirtschaftspädagogik: Potenziale und Grenzen des Lernortes Praxis.” In <i>Edition Fachdidaktiken</i>, edited by Carina Caruso, Christian Harteis, and Alexander Gröschner, 393–419. Wiesbaden: Springer, 2021. <a href=\"https://doi.org/10.1007/978-3-658-32568-8_22\">https://doi.org/10.1007/978-3-658-32568-8_22</a>.","ama":"Gerholz K-H, Goller M. Theorie-Praxis-Verzahnung in der Wirtschaftspädagogik: Potenziale und Grenzen des Lernortes Praxis. In: Caruso C, Harteis C, Gröschner A, eds. <i>Edition Fachdidaktiken</i>. Springer; 2021:393-419. doi:<a href=\"https://doi.org/10.1007/978-3-658-32568-8_22\">10.1007/978-3-658-32568-8_22</a>","bibtex":"@inbook{Gerholz_Goller_2021, place={Wiesbaden}, title={Theorie-Praxis-Verzahnung in der Wirtschaftspädagogik: Potenziale und Grenzen des Lernortes Praxis}, DOI={<a href=\"https://doi.org/10.1007/978-3-658-32568-8_22\">10.1007/978-3-658-32568-8_22</a>}, booktitle={Edition Fachdidaktiken}, publisher={Springer}, author={Gerholz, Karl-Heinz and Goller, Michael}, editor={Caruso, Carina and Harteis, Christian and Gröschner, Alexander}, year={2021}, pages={393–419} }","mla":"Gerholz, Karl-Heinz, and Michael Goller. “Theorie-Praxis-Verzahnung in der Wirtschaftspädagogik: Potenziale und Grenzen des Lernortes Praxis.” <i>Edition Fachdidaktiken</i>, edited by Carina Caruso et al., Springer, 2021, pp. 393–419, doi:<a href=\"https://doi.org/10.1007/978-3-658-32568-8_22\">10.1007/978-3-658-32568-8_22</a>.","short":"K.-H. Gerholz, M. Goller, in: C. Caruso, C. Harteis, A. Gröschner (Eds.), Edition Fachdidaktiken, Springer, Wiesbaden, 2021, pp. 393–419.","apa":"Gerholz, K.-H., &#38; Goller, M. (2021). Theorie-Praxis-Verzahnung in der Wirtschaftspädagogik: Potenziale und Grenzen des Lernortes Praxis. In C. Caruso, C. Harteis, &#38; A. Gröschner (Eds.), <i>Edition Fachdidaktiken</i> (pp. 393–419). Springer. <a href=\"https://doi.org/10.1007/978-3-658-32568-8_22\">https://doi.org/10.1007/978-3-658-32568-8_22</a>"},"page":"393-419","place":"Wiesbaden","author":[{"last_name":"Gerholz","full_name":"Gerholz, Karl-Heinz","first_name":"Karl-Heinz"},{"orcid":"0000-0002-2820-9178","last_name":"Goller","full_name":"Goller, Michael","id":"30984","first_name":"Michael"}],"date_updated":"2022-02-03T13:26:19Z","doi":"10.1007/978-3-658-32568-8_22"},{"type":"book_chapter","publication":"Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2021","status":"public","editor":[{"last_name":"Wittmann","full_name":"Wittmann, Eveline","first_name":"Eveline"},{"full_name":"Frommberger, Dietmar","last_name":"Frommberger","first_name":"Dietmar"},{"first_name":"Ulrike","full_name":"Weyland, Ulrike","last_name":"Weyland"}],"abstract":[{"text":"Wie entwickelt sich die Forschung in der Berufs- und Wirtschaftspädagogik? Das Jahrbuch gibt einen Überblick über den aktuellen Stand und bildet dadurch das breite thematische und methodologische Spektrum der Forschung und Theoriebildung im Fachbereich ab. Der diesjährige Band versammelt Beiträge, die bei der Tagung der Sektion Berufs- und Wirtschaftspädagogik der DGfE erstmalig einer breiteren Fachöffentlichkeit präsentiert wurden. Die Beiträge wurden einem Reviewverfahren unterzogen.","lang":"ger"}],"user_id":"79910","department":[{"_id":"452"}],"_id":"29101","language":[{"iso":"ger"}],"related_material":{"link":[{"relation":"confirmation","url":"https://shop.budrich.de/wp-content/uploads/2021/09/9783847417071.pdf"}]},"publication_status":"published","publication_identifier":{"isbn":["9783847425601"]},"citation":{"apa":"Kärner, T., Bonnes, C., Maué, E., Goller, M., &#38; Schmidt, V. (2021). Transparenz, Fairness, Vertrauen und Ambivalenz im  Vorbereitungsdienst: Entwicklung eines Instruments  zur Charakterisierung der professionellen  pädagogischen Beziehung zwischen angehenden  Lehrpersonen und deren Ausbildungslehrkräften. In E. Wittmann, D. Frommberger, &#38; U. Weyland (Eds.), <i>Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2021</i> (pp. 85–104). Verlag Barbara Budrich. <a href=\"https://doi.org/10.3224/84742560\">https://doi.org/10.3224/84742560</a>","bibtex":"@inbook{Kärner_Bonnes_Maué_Goller_Schmidt_2021, place={Opladen, Berlin, Toronto}, title={Transparenz, Fairness, Vertrauen und Ambivalenz im  Vorbereitungsdienst: Entwicklung eines Instruments  zur Charakterisierung der professionellen  pädagogischen Beziehung zwischen angehenden  Lehrpersonen und deren Ausbildungslehrkräften}, DOI={<a href=\"https://doi.org/10.3224/84742560\">10.3224/84742560</a>}, booktitle={Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2021}, publisher={Verlag Barbara Budrich}, author={Kärner, Tobias and Bonnes, Caroline  and Maué, Elisabeth and Goller, Michael and Schmidt, Vera}, editor={Wittmann, Eveline and Frommberger, Dietmar and Weyland, Ulrike}, year={2021}, pages={85–104} }","mla":"Kärner, Tobias, et al. “Transparenz, Fairness, Vertrauen und Ambivalenz im  Vorbereitungsdienst: Entwicklung eines Instruments  zur Charakterisierung der professionellen  pädagogischen Beziehung zwischen angehenden  Lehrpersonen und deren Ausbildungslehrkräften.” <i>Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2021</i>, edited by Eveline Wittmann et al., Verlag Barbara Budrich, 2021, pp. 85–104, doi:<a href=\"https://doi.org/10.3224/84742560\">10.3224/84742560</a>.","short":"T. Kärner, C. Bonnes, E. Maué, M. Goller, V. Schmidt, in: E. Wittmann, D. Frommberger, U. Weyland (Eds.), Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2021, Verlag Barbara Budrich, Opladen, Berlin, Toronto, 2021, pp. 85–104.","chicago":"Kärner, Tobias, Caroline  Bonnes, Elisabeth Maué, Michael Goller, and Vera Schmidt. “Transparenz, Fairness, Vertrauen und Ambivalenz im  Vorbereitungsdienst: Entwicklung eines Instruments  zur Charakterisierung der professionellen  pädagogischen Beziehung zwischen angehenden  Lehrpersonen und deren Ausbildungslehrkräften.” In <i>Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2021</i>, edited by Eveline Wittmann, Dietmar Frommberger, and Ulrike Weyland, 85–104. Opladen, Berlin, Toronto: Verlag Barbara Budrich, 2021. <a href=\"https://doi.org/10.3224/84742560\">https://doi.org/10.3224/84742560</a>.","ieee":"T. Kärner, C. Bonnes, E. Maué, M. Goller, and V. Schmidt, “Transparenz, Fairness, Vertrauen und Ambivalenz im  Vorbereitungsdienst: Entwicklung eines Instruments  zur Charakterisierung der professionellen  pädagogischen Beziehung zwischen angehenden  Lehrpersonen und deren Ausbildungslehrkräften,” in <i>Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2021</i>, E. Wittmann, D. Frommberger, and U. Weyland, Eds. Opladen, Berlin, Toronto: Verlag Barbara Budrich, 2021, pp. 85–104.","ama":"Kärner T, Bonnes C, Maué E, Goller M, Schmidt V. Transparenz, Fairness, Vertrauen und Ambivalenz im  Vorbereitungsdienst: Entwicklung eines Instruments  zur Charakterisierung der professionellen  pädagogischen Beziehung zwischen angehenden  Lehrpersonen und deren Ausbildungslehrkräften. In: Wittmann E, Frommberger D, Weyland U, eds. <i>Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2021</i>. Verlag Barbara Budrich; 2021:85-104. doi:<a href=\"https://doi.org/10.3224/84742560\">10.3224/84742560</a>"},"page":"85-104","year":"2021","place":"Opladen, Berlin, Toronto","date_created":"2021-12-22T17:06:34Z","author":[{"first_name":"Tobias","last_name":"Kärner","full_name":"Kärner, Tobias"},{"full_name":"Bonnes, Caroline ","last_name":"Bonnes","first_name":"Caroline "},{"first_name":"Elisabeth","full_name":"Maué, Elisabeth","last_name":"Maué"},{"first_name":"Michael","last_name":"Goller","orcid":"0000-0002-2820-9178","id":"30984","full_name":"Goller, Michael"},{"last_name":"Schmidt","full_name":"Schmidt, Vera","first_name":"Vera"}],"date_updated":"2022-02-03T13:26:12Z","publisher":"Verlag Barbara Budrich","doi":"10.3224/84742560","title":"Transparenz, Fairness, Vertrauen und Ambivalenz im  Vorbereitungsdienst: Entwicklung eines Instruments  zur Charakterisierung der professionellen  pädagogischen Beziehung zwischen angehenden  Lehrpersonen und deren Ausbildungslehrkräften"}]