[{"quality_controlled":"1","publication":"Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung.","citation":{"ama":"Seifert A, König J. Anlage und Durchführung der LEK-Studie. In: König Jo, Seifert A, eds. <i>Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung.</i> Waxmann; 2012.","bibtex":"@inbook{Seifert_König_2012, place={Münster}, title={Anlage und Durchführung der LEK-Studie.}, booktitle={Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung.}, publisher={Waxmann}, author={Seifert, Andreas and König, Johannes}, editor={König, JOhannes and Seifert, Andreas}, year={2012} }","mla":"Seifert, Andreas, and Johannes König. “Anlage und Durchführung der LEK-Studie.” <i>Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung.</i>, edited by JOhannes König and Andreas Seifert, Waxmann, 2012.","short":"A. Seifert, J. König, in: Jo. König, A. Seifert (Eds.), Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung., Waxmann, Münster, 2012.","chicago":"Seifert, Andreas, and Johannes König. “Anlage und Durchführung der LEK-Studie.” In <i>Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung.</i>, edited by JOhannes König and Andreas Seifert. Münster: Waxmann, 2012.","apa":"Seifert, A., &#38; König, J. (2012). Anlage und Durchführung der LEK-Studie. In Jo. König &#38; A. Seifert (Eds.), <i>Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung.</i> Waxmann.","ieee":"A. Seifert and J. König, “Anlage und Durchführung der LEK-Studie.,” in <i>Lehramtsstudierende erwerben pädagogisches Professionswissen. Ergebnisse der Längsschnittstudie LEK zur Wirksamkeit der erziehungswissenschaftlichen Lehrerausbildung.</i>, Jo. König and A. Seifert, Eds. Münster: Waxmann, 2012."},"type":"book_chapter","department":[{"_id":"33"},{"_id":"427"}],"place":"Münster","date_created":"2023-02-01T10:05:04Z","date_updated":"2023-02-01T10:05:08Z","publication_status":"published","year":"2012","title":"Anlage und Durchführung der LEK-Studie.","status":"public","author":[{"id":"693","full_name":"Seifert, Andreas","last_name":"Seifert","first_name":"Andreas"},{"first_name":"Johannes","last_name":"König","full_name":"König, Johannes"}],"user_id":"693","editor":[{"last_name":"König","first_name":"JOhannes","full_name":"König, JOhannes"},{"full_name":"Seifert, Andreas","last_name":"Seifert","first_name":"Andreas"}],"_id":"41361","publisher":"Waxmann","language":[{"iso":"ger"}]},{"author":[{"first_name":"Suzana","last_name":"Alpsancar","full_name":"Alpsancar, Suzana","id":"93637"}],"publication_identifier":{"issn":["2702-900X","2702-9018"],"isbn":["9783837619515","9783839419519"]},"year":"2012","title":"Das Ding namens Computer. Eine kritische Neulektüre von Vilém Flusser und Mark Weiser","publication_status":"published","date_updated":"2023-02-01T11:44:09Z","language":[{"iso":"ger"}],"main_file_link":[{"open_access":"1"}],"doi":"10.14361/transcript.9783839419519","extern":"1","abstract":[{"lang":"ger","text":"Computer gelten als prägende Faktoren unserer Gesellschaft, ohne dass die ihnen zugesprochene Gestaltungsmacht systematisch hinterfragt würde. Gemeinhin werden sie als Rechenmaschine, Medium oder Notationssystem adressiert. Unklar bleibt, welcher Status Computern als Ding überhaupt zukommt. Mit ihrer kritischen Neulektüre von Vilém Flusser und Mark Weiser legt Suzana Alpsancar zwei symptomatische Computerkonzepte im Diskurs des Digitalen frei. Sie zeigt, dass eine Reflexion der Gestaltungsmacht von Computern neben typischen Gebrauchsweisen gerade auch auf ihre potenzielle Widerständigkeit als Dinge abheben muss, um ihre Medialität angemessen erfassen zu können."}],"date_created":"2022-12-19T06:44:40Z","type":"book","status":"public","_id":"34534","publisher":"transcript Verlag","page":"322","user_id":"57676","citation":{"mla":"Alpsancar, Suzana. <i>Das Ding namens Computer. Eine kritische Neulektüre von Vilém Flusser und Mark Weiser</i>. transcript Verlag, 2012, doi:<a href=\"https://doi.org/10.14361/transcript.9783839419519\">10.14361/transcript.9783839419519</a>.","bibtex":"@book{Alpsancar_2012, place={Bielefeld}, title={Das Ding namens Computer. Eine kritische Neulektüre von Vilém Flusser und Mark Weiser}, DOI={<a href=\"https://doi.org/10.14361/transcript.9783839419519\">10.14361/transcript.9783839419519</a>}, publisher={transcript Verlag}, author={Alpsancar, Suzana}, year={2012} }","ama":"Alpsancar S. <i>Das Ding namens Computer. Eine kritische Neulektüre von Vilém Flusser und Mark Weiser</i>. transcript Verlag; 2012. doi:<a href=\"https://doi.org/10.14361/transcript.9783839419519\">10.14361/transcript.9783839419519</a>","ieee":"S. Alpsancar, <i>Das Ding namens Computer. Eine kritische Neulektüre von Vilém Flusser und Mark Weiser</i>. Bielefeld: transcript Verlag, 2012.","apa":"Alpsancar, S. (2012). <i>Das Ding namens Computer. Eine kritische Neulektüre von Vilém Flusser und Mark Weiser</i>. transcript Verlag. <a href=\"https://doi.org/10.14361/transcript.9783839419519\">https://doi.org/10.14361/transcript.9783839419519</a>","chicago":"Alpsancar, Suzana. <i>Das Ding namens Computer. Eine kritische Neulektüre von Vilém Flusser und Mark Weiser</i>. Bielefeld: transcript Verlag, 2012. <a href=\"https://doi.org/10.14361/transcript.9783839419519\">https://doi.org/10.14361/transcript.9783839419519</a>.","short":"S. Alpsancar, Das Ding namens Computer. Eine kritische Neulektüre von Vilém Flusser und Mark Weiser, transcript Verlag, Bielefeld, 2012."},"place":"Bielefeld","oa":"1"},{"citation":{"short":"M. Schilling, K. Rohlfing, H. Cruse, Frontiers in Psychology 3 (2012) 405.","chicago":"Schilling, Malte, Katharina Rohlfing, and Holk Cruse. “Prediction as Internal Simulation: Taking Chances in What to Do Next.” <i>Frontiers in Psychology</i> 3, no. 405 (2012): 405. <a href=\"https://doi.org/10.3389/fpsyg.2012.00405\">https://doi.org/10.3389/fpsyg.2012.00405</a>.","ieee":"M. Schilling, K. Rohlfing, and H. Cruse, “Prediction as internal simulation: Taking chances in what to do next,” <i>Frontiers in Psychology</i>, vol. 3, no. 405, p. 405, 2012, doi: <a href=\"https://doi.org/10.3389/fpsyg.2012.00405\">10.3389/fpsyg.2012.00405</a>.","apa":"Schilling, M., Rohlfing, K., &#38; Cruse, H. (2012). Prediction as internal simulation: Taking chances in what to do next. <i>Frontiers in Psychology</i>, <i>3</i>(405), 405. <a href=\"https://doi.org/10.3389/fpsyg.2012.00405\">https://doi.org/10.3389/fpsyg.2012.00405</a>","bibtex":"@article{Schilling_Rohlfing_Cruse_2012, title={Prediction as internal simulation: Taking chances in what to do next}, volume={3}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2012.00405\">10.3389/fpsyg.2012.00405</a>}, number={405}, journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Schilling, Malte and Rohlfing, Katharina and Cruse, Holk}, year={2012}, pages={405} }","ama":"Schilling M, Rohlfing K, Cruse H. Prediction as internal simulation: Taking chances in what to do next. <i>Frontiers in Psychology</i>. 2012;3(405):405. doi:<a href=\"https://doi.org/10.3389/fpsyg.2012.00405\">10.3389/fpsyg.2012.00405</a>","mla":"Schilling, Malte, et al. “Prediction as Internal Simulation: Taking Chances in What to Do Next.” <i>Frontiers in Psychology</i>, vol. 3, no. 405, Frontiers Media SA, 2012, p. 405, doi:<a href=\"https://doi.org/10.3389/fpsyg.2012.00405\">10.3389/fpsyg.2012.00405</a>."},"publication":"Frontiers in Psychology","issue":"405","department":[{"_id":"749"}],"type":"journal_article","date_created":"2020-06-24T13:01:36Z","intvolume":"         3","date_updated":"2023-02-01T16:17:51Z","publication_identifier":{"issn":["1664-1078"]},"author":[{"first_name":"Malte","last_name":"Schilling","full_name":"Schilling, Malte"},{"id":"50352","full_name":"Rohlfing, Katharina","first_name":"Katharina","last_name":"Rohlfing"},{"last_name":"Cruse","first_name":"Holk","full_name":"Cruse, Holk"}],"status":"public","title":"Prediction as internal simulation: Taking chances in what to do next","year":"2012","volume":3,"doi":"10.3389/fpsyg.2012.00405","user_id":"14931","language":[{"iso":"eng"}],"_id":"17215","publisher":"Frontiers Media SA","page":"405"},{"abstract":[{"lang":"eng","text":"How is communicative gesture behavior in robots perceived by humans? Although gesture is crucial in social interaction, this research question is still largely unexplored in the field of social robotics. Thus, the main objective of the present work is to investigate how gestural machine behaviors can be used to design more natural communication in social robots. The chosen approach is twofold. Firstly, the technical challenges encountered when implementing a speech-gesture generation model on a robotic platform are tackled. We present a framework that enables the humanoid robot to flexibly produce synthetic speech and co-verbal hand and arm gestures at run-time, while not being limited to a predefined repertoire of motor actions. Secondly, the achieved flexibility in robot gesture is exploited in controlled experiments. To gain a deeper understanding of how communicative robot gesture might impact and shape human perception and evaluation of human-robot interaction, we conducted a between-subjects experimental study using the humanoid robot in a joint task scenario. We manipulated the non-verbal behaviors of the robot in three experimental conditions, so that it would refer to objects by utilizing either (1) unimodal (i.e., speech only) utterances, (2) congruent multimodal (i.e., semantically matching speech and gesture) or (3) incongruent multimodal (i.e., semantically non-matching speech and gesture) utterances. Our findings reveal that the robot is evaluated more positively when non-verbal behaviors such as hand and arm gestures are displayed along with speech, even if they do not semantically match the spoken utterance."}],"issue":"2","publication":"International Journal of Social Robotics, Special Issue on Expectations, Intentions, and Actions","keyword":["Social Human-Robot Interaction","Multimodal Interaction and Conversational Skills","Robot Companions and Social Robots","Non-verbal Cues and Expressiveness"],"type":"journal_article","department":[{"_id":"749"}],"date_created":"2020-06-24T13:01:48Z","date_updated":"2023-02-01T16:21:50Z","intvolume":"         4","year":"2012","title":"Generation and evaluation of communicative robot gesture","author":[{"last_name":"Salem","first_name":"Maha","full_name":"Salem, Maha"},{"full_name":"Kopp, Stefan","first_name":"Stefan","last_name":"Kopp"},{"last_name":"Wachsmuth","first_name":"Ipke","full_name":"Wachsmuth, Ipke"},{"last_name":"Rohlfing","first_name":"Katharina","full_name":"Rohlfing, Katharina","id":"50352"},{"last_name":"Joublin","first_name":"Frank","full_name":"Joublin, Frank"}],"publication_identifier":{"issn":["1875-4805"]},"doi":"10.1007/s12369-011-0124-9","language":[{"iso":"eng"}],"citation":{"mla":"Salem, Maha, et al. “Generation and Evaluation of Communicative Robot Gesture.” <i>International Journal of Social Robotics, Special Issue on Expectations, Intentions, and Actions</i>, vol. 4, no. 2, Springer Science + Business Media, 2012, pp. 201–17, doi:<a href=\"https://doi.org/10.1007/s12369-011-0124-9\">10.1007/s12369-011-0124-9</a>.","bibtex":"@article{Salem_Kopp_Wachsmuth_Rohlfing_Joublin_2012, title={Generation and evaluation of communicative robot gesture}, volume={4}, DOI={<a href=\"https://doi.org/10.1007/s12369-011-0124-9\">10.1007/s12369-011-0124-9</a>}, number={2}, journal={International Journal of Social Robotics, Special Issue on Expectations, Intentions, and Actions}, publisher={Springer Science + Business Media}, author={Salem, Maha and Kopp, Stefan and Wachsmuth, Ipke and Rohlfing, Katharina and Joublin, Frank}, year={2012}, pages={201–217} }","ama":"Salem M, Kopp S, Wachsmuth I, Rohlfing K, Joublin F. Generation and evaluation of communicative robot gesture. <i>International Journal of Social Robotics, Special Issue on Expectations, Intentions, and Actions</i>. 2012;4(2):201-217. doi:<a href=\"https://doi.org/10.1007/s12369-011-0124-9\">10.1007/s12369-011-0124-9</a>","ieee":"M. Salem, S. Kopp, I. Wachsmuth, K. Rohlfing, and F. Joublin, “Generation and evaluation of communicative robot gesture,” <i>International Journal of Social Robotics, Special Issue on Expectations, Intentions, and Actions</i>, vol. 4, no. 2, pp. 201–217, 2012, doi: <a href=\"https://doi.org/10.1007/s12369-011-0124-9\">10.1007/s12369-011-0124-9</a>.","apa":"Salem, M., Kopp, S., Wachsmuth, I., Rohlfing, K., &#38; Joublin, F. (2012). Generation and evaluation of communicative robot gesture. <i>International Journal of Social Robotics, Special Issue on Expectations, Intentions, and Actions</i>, <i>4</i>(2), 201–217. <a href=\"https://doi.org/10.1007/s12369-011-0124-9\">https://doi.org/10.1007/s12369-011-0124-9</a>","chicago":"Salem, Maha, Stefan Kopp, Ipke Wachsmuth, Katharina Rohlfing, and Frank Joublin. “Generation and Evaluation of Communicative Robot Gesture.” <i>International Journal of Social Robotics, Special Issue on Expectations, Intentions, and Actions</i> 4, no. 2 (2012): 201–17. <a href=\"https://doi.org/10.1007/s12369-011-0124-9\">https://doi.org/10.1007/s12369-011-0124-9</a>.","short":"M. Salem, S. Kopp, I. Wachsmuth, K. Rohlfing, F. Joublin, International Journal of Social Robotics, Special Issue on Expectations, Intentions, and Actions 4 (2012) 201–217."},"status":"public","user_id":"14931","volume":4,"page":"201-217","publisher":"Springer Science + Business Media","_id":"17225"},{"user_id":"14931","_id":"17228","language":[{"iso":"eng"}],"publisher":"IEEE","page":"974-981","date_updated":"2023-02-01T16:22:38Z","author":[{"first_name":"Karola","last_name":"Pitsch","full_name":"Pitsch, Karola"},{"full_name":"Lohan, Katrin Solveig","first_name":"Katrin Solveig","last_name":"Lohan"},{"id":"50352","full_name":"Rohlfing, Katharina","first_name":"Katharina","last_name":"Rohlfing"},{"full_name":"Saunders, Joe","first_name":"Joe","last_name":"Saunders"},{"first_name":"Chrystopher L.","last_name":"Nehaniv","full_name":"Nehaniv, Chrystopher L."},{"last_name":"Wrede","first_name":"Britta","full_name":"Wrede, Britta"}],"status":"public","year":"2012","title":"Better be reactive at the beginning. Implications of the first seconds of an encounter for the tutoring style in human-robot-interaction","department":[{"_id":"749"}],"type":"conference","date_created":"2020-06-24T13:01:51Z","abstract":[{"text":"The paper investigates the effects of a robot’s “on-line” feedback during a tutoring situation with a human tutor. Analysis is based on a study conducted with an iCub robot that autonomously generates its feedback (gaze, pointing gesture) based on the system’s perception of the tutor’s actions using the idea of reciprocity of actions. Sequential micro-analysis of two opposite cases reveals how the robot’s behavior (responsive vs. non-responsive) pro-actively shapes the tutor’s conduct and thus co-produces the way in which it is being tutored. A dialogic and a monologic tutoring style are distinguished. The first 20 seconds of an encounter are found to shape the user’s perception and expectations of the system’s competences and lead to a relatively stable tutoring style even if the robot’s reactivity and appropriateness of feedback changes.","lang":"eng"}],"citation":{"mla":"Pitsch, Karola, et al. “Better Be Reactive at the Beginning. Implications of the First Seconds of an Encounter for the Tutoring Style in Human-Robot-Interaction.” <i>Proceedings of the 21TH IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN 2012)</i>, IEEE, 2012, pp. 974–81.","ama":"Pitsch K, Lohan KS, Rohlfing K, Saunders J, Nehaniv CL, Wrede B. Better be reactive at the beginning. Implications of the first seconds of an encounter for the tutoring style in human-robot-interaction. In: <i>Proceedings of the 21TH IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN 2012)</i>. IEEE; 2012:974-981.","bibtex":"@inproceedings{Pitsch_Lohan_Rohlfing_Saunders_Nehaniv_Wrede_2012, title={Better be reactive at the beginning. Implications of the first seconds of an encounter for the tutoring style in human-robot-interaction}, booktitle={Proceedings of the 21TH IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN 2012)}, publisher={IEEE}, author={Pitsch, Karola and Lohan, Katrin Solveig and Rohlfing, Katharina and Saunders, Joe and Nehaniv, Chrystopher L. and Wrede, Britta}, year={2012}, pages={974–981} }","apa":"Pitsch, K., Lohan, K. S., Rohlfing, K., Saunders, J., Nehaniv, C. L., &#38; Wrede, B. (2012). Better be reactive at the beginning. Implications of the first seconds of an encounter for the tutoring style in human-robot-interaction. <i>Proceedings of the 21TH IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN 2012)</i>, 974–981.","ieee":"K. Pitsch, K. S. Lohan, K. Rohlfing, J. Saunders, C. L. Nehaniv, and B. Wrede, “Better be reactive at the beginning. Implications of the first seconds of an encounter for the tutoring style in human-robot-interaction,” in <i>Proceedings of the 21TH IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN 2012)</i>, 2012, pp. 974–981.","short":"K. Pitsch, K.S. Lohan, K. Rohlfing, J. Saunders, C.L. Nehaniv, B. Wrede, in: Proceedings of the 21TH IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN 2012), IEEE, 2012, pp. 974–981.","chicago":"Pitsch, Karola, Katrin Solveig Lohan, Katharina Rohlfing, Joe Saunders, Chrystopher L. Nehaniv, and Britta Wrede. “Better Be Reactive at the Beginning. Implications of the First Seconds of an Encounter for the Tutoring Style in Human-Robot-Interaction.” In <i>Proceedings of the 21TH IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN 2012)</i>, 974–81. IEEE, 2012."},"publication":"Proceedings of the 21TH IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN 2012)"},{"_id":"41420","language":[{"iso":"eng"}],"user_id":"693","title":"On the relational structure of two tests measuring general pedagogical knowledge.","status":"public","year":"2012","conference":{"name":"EARLI SIG 11 Conference „Teaching and Teacher education in an Era of Accountabi-lity – What do we know and what do we need to know?”","start_date":"13.05.2012","location":"Bergen","end_date":"15.05.2012"},"author":[{"id":"693","last_name":"Seifert","first_name":"Andreas","full_name":"Seifert, Andreas"},{"last_name":"König","first_name":"Johannes","full_name":"König, Johannes"}],"date_updated":"2023-02-01T16:21:58Z","publication_status":"published","date_created":"2023-02-01T16:21:48Z","type":"conference_abstract","department":[{"_id":"33"},{"_id":"427"}],"publication":"EARLI SIG 11 Conference „Teaching and Teacher education in an Era of Accountabi-lity – What do we know and what do we need to know?”","citation":{"apa":"Seifert, A., &#38; König, J. (2012). On the relational structure of two tests measuring general pedagogical knowledge. <i>EARLI SIG 11 Conference „Teaching and Teacher Education in an Era of Accountabi-Lity – What Do We Know and What Do We Need to Know?”</i>. EARLI SIG 11 Conference „Teaching and Teacher education in an Era of Accountabi-lity – What do we know and what do we need to know?”, Bergen.","ieee":"A. Seifert and J. König, “On the relational structure of two tests measuring general pedagogical knowledge.,” presented at the EARLI SIG 11 Conference „Teaching and Teacher education in an Era of Accountabi-lity – What do we know and what do we need to know?”, Bergen, 2012.","short":"A. Seifert, J. König, in: EARLI SIG 11 Conference „Teaching and Teacher Education in an Era of Accountabi-Lity – What Do We Know and What Do We Need to Know?”, 2012.","chicago":"Seifert, Andreas, and Johannes König. “On the Relational Structure of Two Tests Measuring General Pedagogical Knowledge.” In <i>EARLI SIG 11 Conference „Teaching and Teacher Education in an Era of Accountabi-Lity – What Do We Know and What Do We Need to Know?”</i>, 2012.","mla":"Seifert, Andreas, and Johannes König. “On the Relational Structure of Two Tests Measuring General Pedagogical Knowledge.” <i>EARLI SIG 11 Conference „Teaching and Teacher Education in an Era of Accountabi-Lity – What Do We Know and What Do We Need to Know?”</i>, 2012.","ama":"Seifert A, König J. On the relational structure of two tests measuring general pedagogical knowledge. In: <i>EARLI SIG 11 Conference „Teaching and Teacher Education in an Era of Accountabi-Lity – What Do We Know and What Do We Need to Know?”</i>. ; 2012.","bibtex":"@inproceedings{Seifert_König_2012, title={On the relational structure of two tests measuring general pedagogical knowledge.}, booktitle={EARLI SIG 11 Conference „Teaching and Teacher education in an Era of Accountabi-lity – What do we know and what do we need to know?”}, author={Seifert, Andreas and König, Johannes}, year={2012} }"},"quality_controlled":"1"},{"date_updated":"2023-02-01T16:21:53Z","publication_status":"published","conference":{"end_date":"14.03.2012","start_date":"12.03.2012","name":"DGfE-Kongress „Erziehungs-wissenschaftliche Grenzgänge”","location":"Osnabrück"},"author":[{"full_name":"Seifert, Andreas","last_name":"Seifert","first_name":"Andreas","id":"693"},{"first_name":"Johannes","last_name":"König","full_name":"König, Johannes"}],"status":"public","title":"LEK – Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudie-renden: Zusammenhangsstruktur der Konstrukte der beiden Tests des pädagogi-schen Wissens.","year":"2012","user_id":"693","language":[{"iso":"ger"}],"_id":"41418","quality_controlled":"1","citation":{"ama":"Seifert A, König J. LEK – Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudie-renden: Zusammenhangsstruktur der Konstrukte der beiden Tests des pädagogi-schen Wissens. In: <i>DGfE-Kongress „Erziehungs-wissenschaftliche Grenzgänge”</i>. ; 2012.","bibtex":"@inproceedings{Seifert_König_2012, title={LEK – Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudie-renden: Zusammenhangsstruktur der Konstrukte der beiden Tests des pädagogi-schen Wissens.}, booktitle={DGfE-Kongress „Erziehungs-wissenschaftliche Grenzgänge”}, author={Seifert, Andreas and König, Johannes}, year={2012} }","mla":"Seifert, Andreas, and Johannes König. “LEK – Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudie-renden: Zusammenhangsstruktur der Konstrukte der beiden Tests des pädagogi-schen Wissens.” <i>DGfE-Kongress „Erziehungs-wissenschaftliche Grenzgänge”</i>, 2012.","chicago":"Seifert, Andreas, and Johannes König. “LEK – Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudie-renden: Zusammenhangsstruktur der Konstrukte der beiden Tests des pädagogi-schen Wissens.” In <i>DGfE-Kongress „Erziehungs-wissenschaftliche Grenzgänge”</i>, 2012.","short":"A. Seifert, J. König, in: DGfE-Kongress „Erziehungs-wissenschaftliche Grenzgänge”, 2012.","apa":"Seifert, A., &#38; König, J. (2012). LEK – Längsschnittliche Erhebung pädagogischer Kompetenzen von Lehramtsstudie-renden: Zusammenhangsstruktur der Konstrukte der beiden Tests des pädagogi-schen Wissens. <i>DGfE-Kongress „Erziehungs-wissenschaftliche Grenzgänge”</i>. DGfE-Kongress „Erziehungs-wissenschaftliche Grenzgänge”, Osnabrück.","ieee":"A. Seifert and J. 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