[{"place":"Wiesbaden","title":"Fachdidaktische Ansätze der Theorie-Praxis-Relationierung","editor":[{"first_name":"Carina","full_name":"Caruso, Carina","last_name":"Caruso"},{"first_name":"Christian","full_name":"Harteis, Christian","last_name":"Harteis"},{"first_name":"Alexander","full_name":"Gröschner, Alexander","last_name":"Gröschner"}],"publication_status":"published","publication_identifier":{"issn":["2524-8677"],"eissn":["2524-8685"],"isbn":["978-3-658-32567-1"],"eisbn":["978-3-658-32568-8"]},"date_updated":"2023-01-08T12:10:22Z","doi":"10.1007/978-3-658-32568-8","series_title":"Edition Fachdidaktiken","language":[{"iso":"ger"}],"abstract":[{"lang":"ger","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"}],"user_id":"86519","publisher":"Springer","author":[{"id":"23123","last_name":"Caruso","full_name":"Caruso, Carina","first_name":"Carina"},{"orcid":"https://orcid.org/0000-0002-3570-7626","full_name":"Harteis, Christian","first_name":"Christian","id":"27503","last_name":"Harteis"},{"full_name":"Gröschner, Alexander","first_name":"Alexander","last_name":"Gröschner"}],"publication":" Theorie und Praxis in der Lehrerbildung: Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken","keyword":["Fachdidaktik","Lehrerbildung","Professionalisierung","Theorie-Praxis-Relationierung"],"status":"public","date_created":"2023-01-08T12:05:15Z","alternative_title":["Zusammenfassung und Perspektiven für eine entwicklungsorientierte Gestaltung der Lernbegleitung im Praktikum"],"_id":"35409","type":"book_chapter","citation":{"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} }","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.","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."},"year":"2021","page":"441–457"},{"doi":"10.31244/9783830993629","date_updated":"2023-01-08T12:35:55Z","language":[{"iso":"ger"}],"title":"(Medienbezogene) Lerngelegenheiten und Kompetenzbedarfe im Vorbereitungsdienst","place":"Münster","publication_status":"published","publication_identifier":{"eisbn":["978-3-8309-9362-9"],"isbn":["978-3-8309-4362-4"]},"editor":[{"last_name":"Reintjes","first_name":"Christian","full_name":"Reintjes, Christian"},{"last_name":"Porsch","first_name":"Raphaela","full_name":"Porsch, Raphaela"},{"last_name":"im Brahm","full_name":"im Brahm, Grit","first_name":"Grit"}],"_id":"35414","page":"239–257","year":"2021","citation":{"ieee":"C. Caruso and M. Bruns, “(Medienbezogene) Lerngelegenheiten und Kompetenzbedarfe im Vorbereitungsdienst,” in Das Bildungssystem in Zeiten der Krise Empirische Befunde, Konsequenzen und Potenziale für das Lehren und Lernen, C. Reintjes, R. Porsch, and G. im Brahm, Eds. Münster: Waxmann, 2021, pp. 239–257.","short":"C. Caruso, M. Bruns, in: C. Reintjes, R. Porsch, G. im Brahm (Eds.), Das Bildungssystem in Zeiten der Krise Empirische Befunde, Konsequenzen und Potenziale für das Lehren und Lernen, Waxmann, Münster, 2021, pp. 239–257.","bibtex":"@inbook{Caruso_Bruns_2021, place={Münster}, title={(Medienbezogene) Lerngelegenheiten und Kompetenzbedarfe im Vorbereitungsdienst}, DOI={10.31244/9783830993629}, booktitle={Das Bildungssystem in Zeiten der Krise Empirische Befunde, Konsequenzen und Potenziale für das Lehren und Lernen}, publisher={Waxmann}, author={Caruso, Carina and Bruns, Marike}, editor={Reintjes, Christian and Porsch, Raphaela and im Brahm, Grit}, year={2021}, pages={239–257} }","mla":"Caruso, Carina, and Marike Bruns. “(Medienbezogene) Lerngelegenheiten und Kompetenzbedarfe im Vorbereitungsdienst.” Das Bildungssystem in Zeiten der Krise Empirische Befunde, Konsequenzen und Potenziale für das Lehren und Lernen, edited by Christian Reintjes et al., Waxmann, 2021, pp. 239–257, doi:10.31244/9783830993629.","chicago":"Caruso, Carina, and Marike Bruns. “(Medienbezogene) Lerngelegenheiten und Kompetenzbedarfe im Vorbereitungsdienst.” In Das Bildungssystem in Zeiten der Krise Empirische Befunde, Konsequenzen und Potenziale für das Lehren und Lernen, edited by Christian Reintjes, Raphaela Porsch, and Grit im Brahm, 239–257. Münster: Waxmann, 2021. https://doi.org/10.31244/9783830993629.","ama":"Caruso C, Bruns M. (Medienbezogene) Lerngelegenheiten und Kompetenzbedarfe im Vorbereitungsdienst. In: Reintjes C, Porsch R, im Brahm G, eds. Das Bildungssystem in Zeiten der Krise Empirische Befunde, Konsequenzen und Potenziale für das Lehren und Lernen. Waxmann; 2021:239–257. doi:10.31244/9783830993629","apa":"Caruso, C., & Bruns, M. (2021). (Medienbezogene) Lerngelegenheiten und Kompetenzbedarfe im Vorbereitungsdienst. In C. Reintjes, R. Porsch, & G. im Brahm (Eds.), Das Bildungssystem in Zeiten der Krise Empirische Befunde, Konsequenzen und Potenziale für das Lehren und Lernen (pp. 239–257). Waxmann. https://doi.org/10.31244/9783830993629"},"type":"book_chapter","user_id":"86519","abstract":[{"text":"Lehramtsanwärter*innen können pandemiebedingt häufig weder wie gewohnt bedarfsdeckenden Unterricht noch Ausbildungsunterricht durchführen. Stattdessen konzipieren sie u.a. Lerngelegenheiten für den (digital gestützten) Fernunterricht und den Unterricht unter Berücksichtigung der Hygiene- und Abstandsregeln, sodass sich ihre Tätigkeiten von denen unter regulären Bedingungen unterscheiden. Hinzu absolvieren sie teilweise modifizierte unterrichtspraktische Prüfungen in Form von (digital gestützten) Ersatzleistungen. Anzunehmen ist, dass diese Bedingungen einerseits dazu führen, dass die Anwärter*innen mit Situationen konfrontiert sind, die sie zur Erweiterung ihrer eigenen (Medien-)Kompetenzen nutzen können. Andererseits kann der veränderte Vorbereitungsdienst und der erforderliche Einsatz digitaler Medien Kompetenzbedarfe aufdecken sowie Überforderungen auslösen. Im Zentrum des Beitrags steht eine explorative, leitfadengestützte Interviewstudie mit Lehramtsanwärter*innen. Die Studie zielt darauf, die Rahmenbedingungen näher zu beleuchten, unter denen Lehramtsanwärter*innen im Jahr 2020 ihren Vorbereitungsdienst absolvieren und ihre Erfahrungen zu explorieren.","lang":"ger"}],"date_created":"2023-01-08T12:35:50Z","status":"public","alternative_title":["Explorative Perspektiven von Lehramtsanwärter*innen angesichts der veränderten Rahmenbedingungen durch die Corona-Pandemie "],"keyword":["Lehramtsanwärter*innen","Lehrer*innenbildung","Medienkompetenz","Professionalisierung","Vorbereitungsdienst"],"publication":"Das Bildungssystem in Zeiten der Krise Empirische Befunde, Konsequenzen und Potenziale für das Lehren und Lernen","publisher":"Waxmann","author":[{"last_name":"Caruso","id":"23123","first_name":"Carina","full_name":"Caruso, Carina"},{"first_name":"Marike","full_name":"Bruns, Marike","last_name":"Bruns"}]},{"year":"2021","citation":{"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.","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","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","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.","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} }","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."},"type":"book_chapter","page":"3-11","_id":"35411","status":"public","date_created":"2023-01-08T12:18:11Z","alternative_title":["Ein Beitrag zur Professionalisierung angehender Lehrkräfte durch Theorie und Praxis?"],"author":[{"first_name":"Carina","full_name":"Caruso, Carina","last_name":"Caruso","id":"23123"},{"id":"27503","last_name":"Harteis","full_name":"Harteis, Christian","orcid":"https://orcid.org/0000-0002-3570-7626","first_name":"Christian"},{"full_name":"Gröschner, Alexander","first_name":"Alexander","last_name":"Gröschner"}],"publisher":"Springer","publication":"Theorie und Praxis in der Lehrerbildung Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken","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"}],"language":[{"iso":"ger"}],"series_title":"Edition Fachdidaktiken","doi":"10.1007/978-3-658-32568-8","date_updated":"2023-01-08T12:18:17Z","editor":[{"full_name":"Caruso, Carina","first_name":"Carina","last_name":"Caruso"},{"first_name":"Christian","full_name":"Harteis, Christian","last_name":"Harteis"},{"last_name":"Gröschner","first_name":"Alexander","full_name":"Gröschner, Alexander"}],"publication_status":"published","publication_identifier":{"eissn":["2524-8685"],"issn":["2524-8677"],"eisbn":["978-3-658-32568-8"],"isbn":["978-3-658-32567-1"]},"title":"Praxisphasen in der Lehrerbildung","place":"Wiesbaden"},{"publisher":"Ludwig Sauter","author":[{"last_name":"Caruso","id":"23123","first_name":"Carina","full_name":"Caruso, Carina"},{"last_name":"Reis","first_name":"Oliver","full_name":"Reis, Oliver"}],"publication":"Digitale Praktiken (Jahrbuch für konstruktivistische Religionspädagogik)","status":"public","date_created":"2023-01-08T11:57:01Z","editor":[{"full_name":"Brieden, Norbert","first_name":"Norbert","last_name":"Brieden"},{"full_name":"Mendl, Hans","first_name":"Hans","last_name":"Mendl"},{"last_name":"Reis","first_name":"Oliver","full_name":"Reis, Oliver"},{"last_name":"Roose","full_name":"Roose, Hanna","first_name":"Hanna"}],"publication_status":"published","volume":12,"place":"Babenhausen","user_id":"86519","title":" Eingeprägte Ordnungen in digital gestützte Praktiken im (Religions-)Unterricht","language":[{"iso":"ger"}],"year":"2021","citation":{"ieee":"C. Caruso and O. Reis, “ Eingeprägte Ordnungen in digital gestützte Praktiken im (Religions-)Unterricht,” in Digitale Praktiken (Jahrbuch für konstruktivistische Religionspädagogik), vol. 12, N. Brieden, H. Mendl, O. Reis, and H. Roose, Eds. Babenhausen: Ludwig Sauter, 2021, pp. 35–47.","short":"C. Caruso, O. Reis, in: N. Brieden, H. Mendl, O. Reis, H. Roose (Eds.), Digitale Praktiken (Jahrbuch für konstruktivistische Religionspädagogik), Ludwig Sauter, Babenhausen, 2021, pp. 35–47.","bibtex":"@inbook{Caruso_Reis_2021, place={Babenhausen}, title={ Eingeprägte Ordnungen in digital gestützte Praktiken im (Religions-)Unterricht}, volume={12}, booktitle={Digitale Praktiken (Jahrbuch für konstruktivistische Religionspädagogik)}, publisher={Ludwig Sauter}, author={Caruso, Carina and Reis, Oliver}, editor={Brieden, Norbert and Mendl, Hans and Reis, Oliver and Roose, Hanna}, year={2021}, pages={35–47} }","mla":"Caruso, Carina, and Oliver Reis. “ Eingeprägte Ordnungen in digital gestützte Praktiken im (Religions-)Unterricht.” Digitale Praktiken (Jahrbuch für konstruktivistische Religionspädagogik), edited by Norbert Brieden et al., vol. 12, Ludwig Sauter, 2021, pp. 35–47.","ama":"Caruso C, Reis O. Eingeprägte Ordnungen in digital gestützte Praktiken im (Religions-)Unterricht. In: Brieden N, Mendl H, Reis O, Roose H, eds. Digitale Praktiken (Jahrbuch für konstruktivistische Religionspädagogik). Vol 12. Ludwig Sauter; 2021:35–47.","apa":"Caruso, C., & Reis, O. (2021). Eingeprägte Ordnungen in digital gestützte Praktiken im (Religions-)Unterricht. In N. Brieden, H. Mendl, O. Reis, & H. Roose (Eds.), Digitale Praktiken (Jahrbuch für konstruktivistische Religionspädagogik) (Vol. 12, pp. 35–47). Ludwig Sauter.","chicago":"Caruso, Carina, and Oliver Reis. “ Eingeprägte Ordnungen in digital gestützte Praktiken im (Religions-)Unterricht.” In Digitale Praktiken (Jahrbuch für konstruktivistische Religionspädagogik), edited by Norbert Brieden, Hans Mendl, Oliver Reis, and Hanna Roose, 12:35–47. Babenhausen: Ludwig Sauter, 2021."},"type":"book_chapter","page":"35–47","_id":"35408","intvolume":" 12","date_updated":"2023-01-08T11:57:20Z"},{"doi":"10.1007/978-3-030-55878-9_6","date_updated":"2023-01-09T10:39:26Z","language":[{"iso":"eng"}],"title":"The Concept of a Digital Twin and Its Potential for Learning Organizations","place":"Cham","publication_status":"published","publication_identifier":{"eisbn":["978-3-030-55878-9"],"isbn":["978-3-030-55877-2"]},"editor":[{"last_name":"Ifenthaler","full_name":"Ifenthaler, Dirk","first_name":"Dirk"},{"full_name":"Hofhues, Sandra","first_name":"Sandra","last_name":"Hofhues"},{"full_name":"Egloffstein, Marc","first_name":"Marc","last_name":"Egloffstein"},{"last_name":"Helbig","first_name":"Christian","full_name":"Helbig, Christian"}],"_id":"35464","page":" 95–114","type":"book_chapter","year":"2021","citation":{"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.","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} }","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.","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","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","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."},"user_id":"86519","abstract":[{"lang":"eng","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?"}],"date_created":"2023-01-09T10:38:42Z","status":"public","publication":"Digital Transformation of Learning Organizations ","keyword":["Digital twin","Learning organization","Change","Team learning","Professional development"],"publisher":"Springer","author":[{"last_name":"Berisha-Gawlowski","full_name":"Berisha-Gawlowski, Angelina","first_name":" Angelina"},{"full_name":"Caruso, Carina","first_name":"Carina","id":"23123","last_name":"Caruso"},{"orcid":"https://orcid.org/0000-0002-3570-7626","full_name":"Harteis, Christian","first_name":"Christian","id":"27503","last_name":"Harteis"}]},{"intvolume":" 5","_id":"35463","citation":{"apa":"Woppowa, J., & Caruso, C. (2021). Gemeinsam lernen? Erkenntnisse und kritische Anfragen aus einem Unterrichtsversuch zum religionskooperativen Religionsunterricht. In M. H. Tuna & M. Juen (Eds.), Praxis für die Zukunft. Erfahrungen, Beispiele und Modelle kooperativen Religionsunterrichts (Vol. 5, pp. 53–69). Kohlhammer.","ama":"Woppowa J, Caruso C. Gemeinsam lernen? Erkenntnisse und kritische Anfragen aus einem Unterrichtsversuch zum religionskooperativen Religionsunterricht. In: Tuna MH, Juen M, eds. Praxis für die Zukunft. Erfahrungen, Beispiele und Modelle kooperativen Religionsunterrichts. Vol 5. Studien zur interreligiösen Religionspädagogik. Kohlhammer; 2021:53–69.","chicago":"Woppowa, Jan, and Carina Caruso. “Gemeinsam lernen? Erkenntnisse und kritische Anfragen aus einem Unterrichtsversuch zum religionskooperativen Religionsunterricht.” In Praxis für die Zukunft. Erfahrungen, Beispiele und Modelle kooperativen Religionsunterrichts, edited by Mehmet Hilmi Tuna and Maria Juen, 5:53–69. Studien zur interreligiösen Religionspädagogik. Stuttgart: Kohlhammer, 2021.","mla":"Woppowa, Jan, and Carina Caruso. “Gemeinsam lernen? Erkenntnisse und kritische Anfragen aus einem Unterrichtsversuch zum religionskooperativen Religionsunterricht.” Praxis für die Zukunft. Erfahrungen, Beispiele und Modelle kooperativen Religionsunterrichts, edited by Mehmet Hilmi Tuna and Maria Juen, vol. 5, Kohlhammer, 2021, pp. 53–69.","bibtex":"@inbook{Woppowa_Caruso_2021, place={ Stuttgart}, series={Studien zur interreligiösen Religionspädagogik}, title={Gemeinsam lernen? Erkenntnisse und kritische Anfragen aus einem Unterrichtsversuch zum religionskooperativen Religionsunterricht}, volume={5}, booktitle={Praxis für die Zukunft. Erfahrungen, Beispiele und Modelle kooperativen Religionsunterrichts}, publisher={Kohlhammer}, author={Woppowa, Jan and Caruso, Carina}, editor={Tuna, Mehmet Hilmi and Juen, Maria}, year={2021}, pages={53–69}, collection={Studien zur interreligiösen Religionspädagogik} }","short":"J. Woppowa, C. Caruso, in: M.H. Tuna, M. Juen (Eds.), Praxis für die Zukunft. Erfahrungen, Beispiele und Modelle kooperativen Religionsunterrichts, Kohlhammer, Stuttgart, 2021, pp. 53–69.","ieee":"J. Woppowa and C. Caruso, “Gemeinsam lernen? Erkenntnisse und kritische Anfragen aus einem Unterrichtsversuch zum religionskooperativen Religionsunterricht,” in Praxis für die Zukunft. Erfahrungen, Beispiele und Modelle kooperativen Religionsunterrichts, vol. 5, M. H. Tuna and M. Juen, Eds. Stuttgart: Kohlhammer, 2021, pp. 53–69."},"year":"2021","type":"book_chapter","page":" 53–69","user_id":"86519","author":[{"last_name":"Woppowa","full_name":"Woppowa, Jan","first_name":"Jan"},{"last_name":"Caruso","id":"23123","first_name":"Carina","full_name":"Caruso, Carina"}],"publisher":"Kohlhammer","publication":"Praxis für die Zukunft. Erfahrungen, Beispiele und Modelle kooperativen Religionsunterrichts","volume":5,"status":"public","date_created":"2023-01-09T10:30:32Z","date_updated":"2023-01-09T10:38:47Z","series_title":"Studien zur interreligiösen Religionspädagogik","language":[{"iso":"ger"}],"place":" Stuttgart","title":"Gemeinsam lernen? Erkenntnisse und kritische Anfragen aus einem Unterrichtsversuch zum religionskooperativen Religionsunterricht","editor":[{"last_name":"Tuna","first_name":"Mehmet Hilmi","full_name":"Tuna, Mehmet Hilmi"},{"last_name":"Juen","first_name":"Maria","full_name":"Juen, Maria"}],"publication_identifier":{"eisbn":["978-3170389168"],"isbn":["3170389165"]},"publication_status":"published"},{"date_updated":"2023-01-09T11:48:40Z","_id":"35114","doi":"doi.org/10.3390/socsci10110405.","year":"2021","citation":{"ieee":"D. Scheer and D. Laubenstein, “The impact of Covid-19 on mental health: Psychosocial conditions of students with and without special educational needs. ,” The impact of Covid-19 on mental health: Psychosocial conditions of students with and without special educational needs. In: Social Sciences, 11. Jahrgang, Nr. 10., 2021, doi: doi.org/10.3390/socsci10110405.","short":"D. Scheer, D. Laubenstein, The Impact of Covid-19 on Mental Health: Psychosocial Conditions of Students with and without Special Educational Needs. In: Social Sciences, 11. Jahrgang, Nr. 10. (2021).","mla":"Scheer, D., and Désirée Laubenstein. “The Impact of Covid-19 on Mental Health: Psychosocial Conditions of Students with and without Special Educational Needs. .” The Impact of Covid-19 on Mental Health: Psychosocial Conditions of Students with and without Special Educational Needs. In: Social Sciences, 11. Jahrgang, Nr. 10., 2021, doi:doi.org/10.3390/socsci10110405.","bibtex":"@article{Scheer_Laubenstein_2021, title={The impact of Covid-19 on mental health: Psychosocial conditions of students with and without special educational needs. }, DOI={doi.org/10.3390/socsci10110405.}, journal={The impact of Covid-19 on mental health: Psychosocial conditions of students with and without special educational needs. In: Social Sciences, 11. Jahrgang, Nr. 10.}, author={Scheer, D. and Laubenstein, Désirée}, year={2021} }","apa":"Scheer, D., & Laubenstein, D. (2021). The impact of Covid-19 on mental health: Psychosocial conditions of students with and without special educational needs. . The Impact of Covid-19 on Mental Health: Psychosocial Conditions of Students with and without Special Educational Needs. In: Social Sciences, 11. Jahrgang, Nr. 10. https://doi.org/doi.org/10.3390/socsci10110405.","ama":"Scheer D, Laubenstein D. The impact of Covid-19 on mental health: Psychosocial conditions of students with and without special educational needs. . The impact of Covid-19 on mental health: Psychosocial conditions of students with and without special educational needs In: Social Sciences, 11 Jahrgang, Nr 10. Published online 2021. doi:doi.org/10.3390/socsci10110405.","chicago":"Scheer, D., and Désirée Laubenstein. “The Impact of Covid-19 on Mental Health: Psychosocial Conditions of Students with and without Special Educational Needs. .” The Impact of Covid-19 on Mental Health: Psychosocial Conditions of Students with and without Special Educational Needs. In: Social Sciences, 11. Jahrgang, Nr. 10., 2021. https://doi.org/doi.org/10.3390/socsci10110405."},"type":"journal_article","language":[{"iso":"eng"}],"abstract":[{"text":"Given the pandemic-induced school lockdown in Germany in the spring of 2020, COVID-19 evidently had a negative impact on child and adolescent mental health and wellbeing. However, there is no evidence regarding the specific problems of students with special educational needs in emotional and behavioral disorders (E/BD) during or after the school lockdown. Thus, this study bridges the gap. A sample of 173 students across Germany was included in the analysis. The students were rated by their teachers in an online survey via a standardized teacher-report form for emotional and behavioral problems and competencies, as well as perceptions of inclusion. Several student- and teacher-level predictors were applied in a stepwise regression analysis. The results showed that the school lockdown marginally impacted E/BD, with small differences between student groups. The strongest predicting variable was students’ psychosocial situation. Hence, the psychosocial situation of students should be monitored by teachers and school psychologists to provide sufficient support during lockdown.\r\nKeywords:\r\nCOVID-19; lockdown; externalizing problems; internalizing problems; positive school-related behavior","lang":"eng"}],"title":"The impact of Covid-19 on mental health: Psychosocial conditions of students with and without special educational needs. ","user_id":"58446","related_material":{"link":[{"url":"https://doi.org/10.3390/socsci10110405","relation":"confirmation"}]},"author":[{"last_name":"Scheer","first_name":"D.","full_name":"Scheer, D."},{"full_name":"Laubenstein, Désirée","first_name":"Désirée","id":"52682","last_name":"Laubenstein"}],"publication":"The impact of Covid-19 on mental health: Psychosocial conditions of students with and without special educational needs. In: Social Sciences, 11. Jahrgang, Nr. 10.","department":[{"_id":"454"}],"status":"public","date_created":"2023-01-03T07:48:09Z"},{"language":[{"iso":"eng"}],"year":"2021","citation":{"chicago":"Knorr, Karin, Franziska Hein-Pensel, Simon Oertel, and Kirsten Thommes. “Rhetoricians of the Past: Rhetorical History and the Crafting of Organizational Identity.” Academy of Management Proceedings, 2021. https://doi.org/10.5465/ambpp.2021.15116abstract.","ama":"Knorr K, Hein-Pensel F, Oertel S, Thommes K. Rhetoricians of the past: Rhetorical history and the crafting of organizational identity. Academy of Management Proceedings. Published online 2021. doi:10.5465/ambpp.2021.15116abstract","apa":"Knorr, K., Hein-Pensel, F., Oertel, S., & Thommes, K. (2021). Rhetoricians of the past: Rhetorical history and the crafting of organizational identity. Academy of Management Proceedings, Article 15116. https://doi.org/10.5465/ambpp.2021.15116abstract","bibtex":"@article{Knorr_Hein-Pensel_Oertel_Thommes_2021, title={Rhetoricians of the past: Rhetorical history and the crafting of organizational identity}, DOI={10.5465/ambpp.2021.15116abstract}, number={15116}, journal={Academy of Management Proceedings}, author={Knorr, Karin and Hein-Pensel, Franziska and Oertel, Simon and Thommes, Kirsten}, year={2021} }","mla":"Knorr, Karin, et al. “Rhetoricians of the Past: Rhetorical History and the Crafting of Organizational Identity.” Academy of Management Proceedings, 15116, 2021, doi:10.5465/ambpp.2021.15116abstract.","short":"K. Knorr, F. Hein-Pensel, S. Oertel, K. Thommes, Academy of Management Proceedings (2021).","ieee":"K. Knorr, F. Hein-Pensel, S. Oertel, and K. Thommes, “Rhetoricians of the past: Rhetorical history and the crafting of organizational identity,” Academy of Management Proceedings, Art. no. 15116, 2021, doi: 10.5465/ambpp.2021.15116abstract."},"type":"journal_article","article_number":"15116","doi":"10.5465/ambpp.2021.15116abstract","date_updated":"2023-01-09T14:03:49Z","_id":"26143","status":"public","project":[{"_id":"81","grant_number":"DFG 398074981","name":"OrgIdent: Die Konstruktion organisationaler Identität und der Einfluss von Geschichte"}],"date_created":"2021-10-13T15:38:10Z","publication_status":"published","publication_identifier":{"issn":["0065-0668","2151-6561"]},"author":[{"full_name":"Knorr, Karin","first_name":"Karin","id":"33333","last_name":"Knorr"},{"last_name":"Hein-Pensel","full_name":"Hein-Pensel, Franziska","first_name":"Franziska"},{"last_name":"Oertel","first_name":"Simon","full_name":"Oertel, Simon"},{"first_name":"Kirsten","full_name":"Thommes, Kirsten","last_name":"Thommes","id":"72497"}],"quality_controlled":"1","publication":"Academy of Management Proceedings","user_id":"72497","title":"Rhetoricians of the past: Rhetorical history and the crafting of organizational identity"},{"date_created":"2022-01-09T15:06:34Z","status":"public","publication_status":"published","volume":3,"editor":[{"full_name":"Koeller, Katharina","first_name":"Katharina","last_name":"Koeller"},{"first_name":"Doris","full_name":"Tophinke, Doris","last_name":"Tophinke","id":"16277"}],"department":[{"_id":"5"},{"_id":"115"}],"user_id":"16277","title":"Orthografieunterricht heute. Theorie – Empirie – Didaktik","language":[{"iso":"ger"}],"type":"book_editor","citation":{"ama":"Koeller K, Tophinke D, eds. Orthografieunterricht heute. Theorie – Empirie – Didaktik. Vol 3.; 2021.","apa":"Koeller, K., & Tophinke, D. (Eds.). (2021). Orthografieunterricht heute. Theorie – Empirie – Didaktik (Vol. 3).","chicago":"Koeller, Katharina, and Doris Tophinke, eds. Orthografieunterricht heute. Theorie – Empirie – Didaktik. Vol. 3, 2021.","bibtex":"@book{Koeller_Tophinke_2021, title={Orthografieunterricht heute. Theorie – Empirie – Didaktik}, volume={3}, year={2021} }","mla":"Koeller, Katharina, and Doris Tophinke, editors. Orthografieunterricht heute. Theorie – Empirie – Didaktik. 2021.","short":"K. Koeller, D. Tophinke, eds., Orthografieunterricht heute. Theorie – Empirie – Didaktik, 2021.","ieee":"K. Koeller and D. Tophinke, Eds., Orthografieunterricht heute. Theorie – Empirie – Didaktik, vol. 3. 2021."},"year":"2021","_id":"29184","intvolume":" 3","date_updated":"2023-01-09T14:20:37Z"},{"user_id":"16277","title":"Das ,rechte Schreiben‘ lernen. Von der Buchstabiermethode zur sprachsystematischen Vermittlung","author":[{"full_name":"Köller, Katharina","first_name":"Katharina","last_name":"Köller"},{"full_name":"Tophinke, Doris","first_name":"Doris","id":"16277","last_name":"Tophinke"}],"publisher":"Friedrich Verlag","publication":"Der Deutschunterricht","department":[{"_id":"115"}],"status":"public","date_created":"2021-06-28T13:12:58Z","publication_status":"published","volume":"LXXIII","date_updated":"2023-01-09T14:29:31Z","_id":"22517","issue":"3","language":[{"iso":"ger"}],"year":"2021","citation":{"chicago":"Köller, Katharina, and Doris Tophinke. “Das ,rechte Schreiben‘ lernen. Von der Buchstabiermethode zur sprachsystematischen Vermittlung.” Der Deutschunterricht LXXIII, no. 3 (2021): 2–13.","ama":"Köller K, Tophinke D. Das ,rechte Schreiben‘ lernen. Von der Buchstabiermethode zur sprachsystematischen Vermittlung. Der Deutschunterricht. 2021;LXXIII(3):2–13.","apa":"Köller, K., & Tophinke, D. (2021). Das ,rechte Schreiben‘ lernen. Von der Buchstabiermethode zur sprachsystematischen Vermittlung. Der Deutschunterricht, LXXIII(3), 2–13.","mla":"Köller, Katharina, and Doris Tophinke. “Das ,rechte Schreiben‘ lernen. Von der Buchstabiermethode zur sprachsystematischen Vermittlung.” Der Deutschunterricht, vol. LXXIII, no. 3, Friedrich Verlag, 2021, pp. 2–13.","bibtex":"@article{Köller_Tophinke_2021, title={Das ,rechte Schreiben‘ lernen. Von der Buchstabiermethode zur sprachsystematischen Vermittlung}, volume={LXXIII}, number={3}, journal={Der Deutschunterricht}, publisher={Friedrich Verlag}, author={Köller, Katharina and Tophinke, Doris}, year={2021}, pages={2–13} }","short":"K. Köller, D. Tophinke, Der Deutschunterricht LXXIII (2021) 2–13.","ieee":"K. Köller and D. Tophinke, “Das ,rechte Schreiben‘ lernen. Von der Buchstabiermethode zur sprachsystematischen Vermittlung,” Der Deutschunterricht, vol. LXXIII, no. 3, pp. 2–13, 2021."},"type":"journal_article","page":"2–13"},{"conference":{"end_date":"2021-12-08","start_date":"2021-12-07","name":"11. Fügetechnisches Gemeinschaftskolloquium","location":"Dresden"},"_id":"35512","date_updated":"2023-01-09T15:07:31Z","citation":{"apa":"Haak, V., Meschut, G., Reisgen, U., Schiebahn, A., & Epperlein, M. (2021). Einseitiges Widerstandselementschweißen für die stahlintensive Mischbauweise (eWES). 11. Fügetechnisches Gemeinschaftskolloquium. 11. Fügetechnisches Gemeinschaftskolloquium, Dresden.","ama":"Haak V, Meschut G, Reisgen U, Schiebahn A, Epperlein M. Einseitiges Widerstandselementschweißen für die stahlintensive Mischbauweise (eWES). In: 11. Fügetechnisches Gemeinschaftskolloquium. ; 2021.","chicago":"Haak, Viktor, Gerson Meschut, Uwe Reisgen, Alexander Schiebahn, and Maike Epperlein. “Einseitiges Widerstandselementschweißen für die stahlintensive Mischbauweise (eWES).” In 11. Fügetechnisches Gemeinschaftskolloquium, 2021.","bibtex":"@inproceedings{Haak_Meschut_Reisgen_Schiebahn_Epperlein_2021, title={Einseitiges Widerstandselementschweißen für die stahlintensive Mischbauweise (eWES)}, booktitle={11. Fügetechnisches Gemeinschaftskolloquium}, author={Haak, Viktor and Meschut, Gerson and Reisgen, Uwe and Schiebahn, Alexander and Epperlein, Maike}, year={2021} }","mla":"Haak, Viktor, et al. “Einseitiges Widerstandselementschweißen für die stahlintensive Mischbauweise (eWES).” 11. Fügetechnisches Gemeinschaftskolloquium, 2021.","short":"V. Haak, G. Meschut, U. Reisgen, A. Schiebahn, M. Epperlein, in: 11. Fügetechnisches Gemeinschaftskolloquium, 2021.","ieee":"V. Haak, G. Meschut, U. Reisgen, A. Schiebahn, and M. Epperlein, “Einseitiges Widerstandselementschweißen für die stahlintensive Mischbauweise (eWES),” presented at the 11. Fügetechnisches Gemeinschaftskolloquium, Dresden, 2021."},"type":"conference_abstract","year":"2021","language":[{"iso":"ger"}],"title":"Einseitiges Widerstandselementschweißen für die stahlintensive Mischbauweise (eWES)","user_id":"60398","date_created":"2023-01-09T15:00:51Z","status":"public","department":[{"_id":"157"}],"publication":"11. Fügetechnisches Gemeinschaftskolloquium","author":[{"last_name":"Haak","id":"60398","first_name":"Viktor","full_name":"Haak, Viktor"},{"full_name":"Meschut, Gerson","orcid":"0000-0002-2763-1246","first_name":"Gerson","id":"32056","last_name":"Meschut"},{"last_name":"Reisgen","first_name":"Uwe","full_name":"Reisgen, Uwe"},{"last_name":"Schiebahn","full_name":"Schiebahn, Alexander","first_name":"Alexander"},{"last_name":"Epperlein","full_name":"Epperlein, Maike","first_name":"Maike"}]},{"title":"Wie belastend war das Corona-Semester? Belastungserleben Lehramtsstudierender im Praxissemester während COVID-19-bedingter Schulschließungen im Frühjahr 2020","user_id":"4245","abstract":[{"text":"Die pandemiebedingten Schulschließungen im Frühjahr 2020 hatten auch einen starken Einfluss auf Langzeitpraktika in der Lehramtsausbildung. Lehramtsstudierende im Praxissemester waren verstärkt mit vollständigen Schließungen und Unterricht auf Distanz konfrontiert. Auch wenn teilweise Öffnungen stattfanden, waren das Ausmaß und die Art von schulischen Lerngelegenheiten anders als unter Bedingungen typischer Praxissemester. Universitäre Begleitveranstaltungen fanden ebenfalls überwiegend auf Distanz statt. Solche Situationen der Ungewissheit und schnelle Adaptionen an veränderte Rahmenbedingungen können zu verstärktem Stress führen. Um zu untersuchen, inwiefern sich die Bedingungen des Praxissemesters während des Lockdowns im Frühjahr 2020 auf das Belastungserleben der Studierenden ausgewirkt haben, wurde eine Vergleichsanalyse zweier repräsentativer Praxissemesterkohorten der Universität Paderborn vorgenommen. Als Teil regelmäßiger Onlinebefragungen wurde das Belastungserleben der Studierenden der COVID-19-beeinflussten Kohorte (N1=344) und der vorherigen Kohorte unter typischen Bedingungen (N2=268) sowohl zu Beginn als auch am Ende des Praxissemesters mit Hilfe des Maslach-Burnout- Inventars für Studierende erhoben. Die Ergebnisse zeigen, dass die emotionale Erschöpfung im Verlauf des COVID-19-beeinflussten Praxissemesters geringer wurde. Zudem war das Erleben emotionaler Erschöpfung im Praxissemester während der Schulschließungen geringer als im typischen Praxissemester. Die Unterstützung durch Praxismentor*innen konnte als wichtiger Einflussfaktor bestätigt werden. Als subjektiv bedeutsamsten Belastungsfaktor im COVID-19-Semester nannten die Studierenden die Wahrnehmung von Ungewissheit bzgl. ihrer professionellen Entwicklung.","lang":"eng"}],"date_created":"2021-10-05T08:22:07Z","status":"public","publication":"Herausforderung Lehrer* Innenbildung-Zeitschrift Zur Konzeption, Gestaltung Und Diskussion","department":[{"_id":"33"}],"author":[{"id":"4245","last_name":"Vogelsang","full_name":"Vogelsang, Christoph","first_name":"Christoph"}],"doi":"10.11576/HLZ-4376","date_updated":"2023-01-09T15:22:07Z","_id":"25453","type":"journal_article","citation":{"bibtex":"@article{Vogelsang_2021, title={Wie belastend war das Corona-Semester? Belastungserleben Lehramtsstudierender im Praxissemester während COVID-19-bedingter Schulschließungen im Frühjahr 2020}, DOI={10.11576/HLZ-4376}, journal={Herausforderung Lehrer* Innenbildung-Zeitschrift Zur Konzeption, Gestaltung Und Diskussion}, author={Vogelsang, Christoph}, year={2021} }","mla":"Vogelsang, Christoph. “Wie belastend war das Corona-Semester? Belastungserleben Lehramtsstudierender im Praxissemester während COVID-19-bedingter Schulschließungen im Frühjahr 2020.” Herausforderung Lehrer* Innenbildung-Zeitschrift Zur Konzeption, Gestaltung Und Diskussion, 2021, doi:10.11576/HLZ-4376.","ama":"Vogelsang C. Wie belastend war das Corona-Semester? Belastungserleben Lehramtsstudierender im Praxissemester während COVID-19-bedingter Schulschließungen im Frühjahr 2020. Herausforderung Lehrer* Innenbildung-Zeitschrift Zur Konzeption, Gestaltung Und Diskussion. Published online 2021. doi:10.11576/HLZ-4376","apa":"Vogelsang, C. (2021). Wie belastend war das Corona-Semester? Belastungserleben Lehramtsstudierender im Praxissemester während COVID-19-bedingter Schulschließungen im Frühjahr 2020. Herausforderung Lehrer* Innenbildung-Zeitschrift Zur Konzeption, Gestaltung Und Diskussion. https://doi.org/10.11576/HLZ-4376","chicago":"Vogelsang, Christoph. “Wie belastend war das Corona-Semester? Belastungserleben Lehramtsstudierender im Praxissemester während COVID-19-bedingter Schulschließungen im Frühjahr 2020.” Herausforderung Lehrer* Innenbildung-Zeitschrift Zur Konzeption, Gestaltung Und Diskussion, 2021. https://doi.org/10.11576/HLZ-4376.","ieee":"C. Vogelsang, “Wie belastend war das Corona-Semester? Belastungserleben Lehramtsstudierender im Praxissemester während COVID-19-bedingter Schulschließungen im Frühjahr 2020,” Herausforderung Lehrer* Innenbildung-Zeitschrift Zur Konzeption, Gestaltung Und Diskussion, 2021, doi: 10.11576/HLZ-4376.","short":"C. Vogelsang, Herausforderung Lehrer* Innenbildung-Zeitschrift Zur Konzeption, Gestaltung Und Diskussion (2021)."},"year":"2021","language":[{"iso":"ger"}]},{"author":[{"last_name":"Vogelsang","id":"4245","first_name":"Christoph","full_name":"Vogelsang, Christoph"},{"last_name":"Rehfeldt","full_name":"Rehfeldt, Daniel","first_name":"Daniel"}],"publisher":"Springer Fachmedien Wiesbaden","publication":"Edition Fachdidaktiken","publication_identifier":{"issn":["2524-8677","2524-8685"],"isbn":["9783658325671","9783658325688"]},"publication_status":"published","status":"public","date_created":"2023-01-09T15:22:22Z","place":"Wiesbaden","abstract":[{"lang":"eng","text":"Auch in der Lehrkräftebildung in der Domäne Physik ist es Ziel, im Studium vermittelte, theoretische Kenntnisse mit berufspraktischen Anforderungen von angehenden Lehrkräften in Beziehung zu setzen. Charakteristisch für das Fach ist dabei zum einen eine eher anwendungsorientierte theoretische Position zum Zusammenhang von Theorie und Praxis. Zum anderen zeichnet es sich auch durch eine Art experimentelle Orientierung aus, die die Relationierung beider Aspekte als empirisch zu klärende Herausforderung begreift. In diesem Beitrag wird daher zunächst ein kurzer Überblick über Modelle und empirische Forschungen zum Zusammenhang zwischen theoretischem Wissen und praktischem Lehrkräftehandeln gegeben, die das Verständnis der Relationierung von Theorie und Praxis in der Didaktik der Physik prägen. Anschließend werden typische Lehr-Lern-Formate beschrieben und dabei auch jeweils die Ergebnisse begleitender Wirksamkeitsevaluationen kurz dargestellt."}],"title":"Relationierung von Theorie und Praxis in der Lehrkräftebildung im Fach Physik – eine Übersicht über Forschungen und Formate","user_id":"4245","year":"2021","type":"book_chapter","citation":{"short":"C. Vogelsang, D. Rehfeldt, in: Edition Fachdidaktiken, Springer Fachmedien Wiesbaden, Wiesbaden, 2021, pp. 333–348.","ieee":"C. Vogelsang and D. Rehfeldt, “Relationierung von Theorie und Praxis in der Lehrkräftebildung im Fach Physik – eine Übersicht über Forschungen und Formate,” in Edition Fachdidaktiken, Wiesbaden: Springer Fachmedien Wiesbaden, 2021, pp. 333–348.","chicago":"Vogelsang, Christoph, and Daniel Rehfeldt. “Relationierung von Theorie und Praxis in der Lehrkräftebildung im Fach Physik – eine Übersicht über Forschungen und Formate.” In Edition Fachdidaktiken, 333–48. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. https://doi.org/10.1007/978-3-658-32568-8_19.","ama":"Vogelsang C, Rehfeldt D. Relationierung von Theorie und Praxis in der Lehrkräftebildung im Fach Physik – eine Übersicht über Forschungen und Formate. In: Edition Fachdidaktiken. Springer Fachmedien Wiesbaden; 2021:333-348. doi:10.1007/978-3-658-32568-8_19","apa":"Vogelsang, C., & Rehfeldt, D. (2021). 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