[{"citation":{"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.","short":"C. Caruso, M. Goller,  Die Deutsche Schule 114 (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.","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.","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} }","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.","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."},"user_id":"86519","volume":114,"page":"1–6","publisher":"Waxmann","_id":"35138","status":"public","type":"journal_article","keyword":["Mentoring","Praxissemester","Professionalisierung / internships","mentoring","professionalisation"],"date_created":"2023-01-03T12:47:47Z","abstract":[{"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":"ger"},{"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","issue":"4","alternative_title":["Forschungsdesiderate und Handlungsoptionen"],"main_file_link":[{"url":"https://www.waxmann.com/artikelART104643"}],"language":[{"iso":"ger"}],"publication_status":"published","date_updated":"2023-01-06T12:23:17Z","intvolume":"       114","year":"2022","title":" Die Relevanz von Mentor*innen für die Professionalisierung von angehenden Lehrkräften im Praxissemester: Forschungsdesiderate und Handlungsoptionen","author":[{"full_name":"Caruso, Carina","first_name":"Carina","last_name":"Caruso","id":"23123"},{"full_name":"Goller, Michael","orcid":"0000-0002-2820-9178","first_name":"Michael","last_name":"Goller","id":"30984"}]},{"citation":{"ieee":"C. Caruso, “Zur rückblickenden Beurteilung von Fortbildungserfahrungen,” <i>Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion</i>, vol. 5, no. 1, pp. 92–107, 2022, doi: <a href=\"https://doi.org/10.11576/hlz-3458\">10.11576/hlz-3458</a>.","apa":"Caruso, C. (2022). Zur rückblickenden Beurteilung von Fortbildungserfahrungen. <i>Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion</i>, <i>5</i>(1), 92–107. <a href=\"https://doi.org/10.11576/hlz-3458\">https://doi.org/10.11576/hlz-3458</a>","chicago":"Caruso, Carina. “Zur rückblickenden Beurteilung von Fortbildungserfahrungen.” <i>Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion</i> 5, no. 1 (2022): 92–107. <a href=\"https://doi.org/10.11576/hlz-3458\">https://doi.org/10.11576/hlz-3458</a>.","short":"C. Caruso, Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion 5 (2022) 92–107.","mla":"Caruso, Carina. “Zur rückblickenden Beurteilung von Fortbildungserfahrungen.” <i>Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion</i>, vol. 5, no. 1, Universität Bielefeld , 2022, pp. 92–107, doi:<a href=\"https://doi.org/10.11576/hlz-3458\">10.11576/hlz-3458</a>.","bibtex":"@article{Caruso_2022, title={Zur rückblickenden Beurteilung von Fortbildungserfahrungen}, volume={5}, DOI={<a href=\"https://doi.org/10.11576/hlz-3458\">10.11576/hlz-3458</a>}, number={1}, journal={Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion}, publisher={Universität Bielefeld }, author={Caruso, Carina}, year={2022}, pages={92–107} }","ama":"Caruso C. Zur rückblickenden Beurteilung von Fortbildungserfahrungen. <i>Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion</i>. 2022;5(1):92-107. doi:<a href=\"https://doi.org/10.11576/hlz-3458\">10.11576/hlz-3458</a>"},"status":"public","volume":5,"user_id":"86519","publisher":"Universität Bielefeld ","_id":"35135","page":"92-107","abstract":[{"text":"Im Artikel werden die Relevanz von Lehrer*innenfortbildungen für die Professionalität und Expertise von Lehrkräften beschrieben sowie Forschungsergebnisse zu Lehrer*innenfortbildungen zusammengefasst. Im Zentrum des Beitrags stehen Ergebnisse einer Interviewstudie mit Lehrkräften, die Einblicke in die aktuelle Situation und Praxis von Lehrer*innenfortbildungen aus Sicht von Lehrkräften geben. Dabei werden folgende Fragestellungen aufgegriffen, indem die explorative Studie die Wahrnehmung von Fortbildungsveranstaltungen durch Lehrkräfte erhebt und darstellt: Wie bewerten Lehrkräfte die Rahmenbedingungen externer Lehrer*innenfortbildungen? Was sind aus Sicht von Lehrkräften Aspekte guter bzw. schlechter Fortbildungen? Was wünschen sich Lehrkräfte in Bezug auf die Planung, Gestaltung und Durchführung von Fortbildungen? Nach der Diskussion der Befunde endet der Beitrag mit einem Fazit.\r\n","lang":"ger"}],"publication":"Herausforderung Lehrer*innenbildung - Zeitschrift Zur Konzeption, Gestaltung Und Diskussion","issue":"1","keyword":["Expertise","Lehrerbildung","Professionalisierung","Lehrerfortbildung"],"type":"journal_article","date_created":"2023-01-03T12:36:58Z","intvolume":"         5","publication_status":"published","date_updated":"2023-01-06T12:23:48Z","publication_identifier":{"issn":["2625–0675"]},"author":[{"id":"23123","first_name":"Carina","last_name":"Caruso","full_name":"Caruso, Carina"}],"year":"2022","title":"Zur rückblickenden Beurteilung von Fortbildungserfahrungen","alternative_title":["Ergebnisse einer explorativen Interviewstudie mit Lehrkräften"],"doi":"10.11576/hlz-3458","language":[{"iso":"ger"}]},{"page":"228–234","publisher":"Universitätsverlag Hildesheim","_id":"35412","user_id":"86519","editor":[{"full_name":"Schütte, Ulrike","first_name":"Ulrike","last_name":"Schütte"},{"full_name":"Bürger, Nicoletta","first_name":"Nicoletta","last_name":"Bürger"},{"full_name":"Fabel-Lamila, Melanie","last_name":"Fabel-Lamila","first_name":"Melanie"},{"full_name":"Frei, Peter","last_name":"Frei","first_name":"Peter"},{"full_name":"Hauenschild, Katrin","last_name":"Hauenschild","first_name":"Katrin"},{"full_name":"Menthe, Jürgen","first_name":"Jürgen","last_name":"Menthe"},{"first_name":"Barbara","last_name":"Schimdt-Thieme","full_name":"Schimdt-Thieme, Barbara"},{"first_name":"Christof","last_name":"Wecker","full_name":"Wecker, Christof"}],"volume":2,"status":"public","place":"Hildesheim","citation":{"mla":"Caruso, Carina, and Alexander Martin. “ Der technische Fortschritt und seine Implikationen aus pädagogischer Perspektive.” <i>Digitalisierungsbezogene Kompetenzen fördern: Herausforderungen, Ansätze und Entwicklungsfelder im Kontext von Schule und Hochschule</i>, edited by Ulrike Schütte et al., vol. 2, Universitätsverlag Hildesheim, 2022, pp. 228–234, doi:<a href=\"https://doi.org/10.18442/hibsu-s-2\">10.18442/hibsu-s-2</a>.","ama":"Caruso C, Martin A.  Der technische Fortschritt und seine Implikationen aus pädagogischer Perspektive. In: Schütte U, Bürger N, Fabel-Lamila M, et al., eds. <i>Digitalisierungsbezogene Kompetenzen fördern: Herausforderungen, Ansätze und Entwicklungsfelder im Kontext von Schule und Hochschule</i>. Vol 2. Hildesheimer Beiträge zur Schul- und Unterrichtsforschung Sonderheft. Universitätsverlag Hildesheim; 2022:228–234. doi:<a href=\"https://doi.org/10.18442/hibsu-s-2\">10.18442/hibsu-s-2</a>","bibtex":"@inbook{Caruso_Martin_2022, place={Hildesheim}, series={Hildesheimer Beiträge zur Schul- und Unterrichtsforschung Sonderheft}, title={ Der technische Fortschritt und seine Implikationen aus pädagogischer Perspektive}, volume={2}, DOI={<a href=\"https://doi.org/10.18442/hibsu-s-2\">10.18442/hibsu-s-2</a>}, booktitle={Digitalisierungsbezogene Kompetenzen fördern: Herausforderungen, Ansätze und Entwicklungsfelder im Kontext von Schule und Hochschule}, publisher={Universitätsverlag Hildesheim}, author={Caruso, Carina and Martin, Alexander}, editor={Schütte, Ulrike and Bürger, Nicoletta and Fabel-Lamila, Melanie and Frei, Peter and Hauenschild, Katrin and Menthe, Jürgen and Schimdt-Thieme, Barbara and Wecker, Christof}, year={2022}, pages={228–234}, collection={Hildesheimer Beiträge zur Schul- und Unterrichtsforschung Sonderheft} }","apa":"Caruso, C., &#38; Martin, A. (2022).  Der technische Fortschritt und seine Implikationen aus pädagogischer Perspektive. In U. Schütte, N. Bürger, M. Fabel-Lamila, P. Frei, K. Hauenschild, J. Menthe, B. Schimdt-Thieme, &#38; C. Wecker (Eds.), <i>Digitalisierungsbezogene Kompetenzen fördern: Herausforderungen, Ansätze und Entwicklungsfelder im Kontext von Schule und Hochschule</i> (Vol. 2, pp. 228–234). Universitätsverlag Hildesheim. <a href=\"https://doi.org/10.18442/hibsu-s-2\">https://doi.org/10.18442/hibsu-s-2</a>","ieee":"C. Caruso and A. Martin, “ Der technische Fortschritt und seine Implikationen aus pädagogischer Perspektive,” in <i>Digitalisierungsbezogene Kompetenzen fördern: Herausforderungen, Ansätze und Entwicklungsfelder im Kontext von Schule und Hochschule</i>, vol. 2, U. Schütte, N. Bürger, M. Fabel-Lamila, P. Frei, K. Hauenschild, J. Menthe, B. Schimdt-Thieme, and C. Wecker, Eds. Hildesheim: Universitätsverlag Hildesheim, 2022, pp. 228–234.","chicago":"Caruso, Carina, and Alexander Martin. “ Der technische Fortschritt und seine Implikationen aus pädagogischer Perspektive.” In <i>Digitalisierungsbezogene Kompetenzen fördern: Herausforderungen, Ansätze und Entwicklungsfelder im Kontext von Schule und Hochschule</i>, edited by Ulrike Schütte, Nicoletta Bürger, Melanie Fabel-Lamila, Peter Frei, Katrin Hauenschild, Jürgen Menthe, Barbara Schimdt-Thieme, and Christof Wecker, 2:228–234. Hildesheimer Beiträge zur Schul- und Unterrichtsforschung Sonderheft. Hildesheim: Universitätsverlag Hildesheim, 2022. <a href=\"https://doi.org/10.18442/hibsu-s-2\">https://doi.org/10.18442/hibsu-s-2</a>.","short":"C. Caruso, A. Martin, in: U. Schütte, N. Bürger, M. Fabel-Lamila, P. Frei, K. Hauenschild, J. Menthe, B. Schimdt-Thieme, C. Wecker (Eds.), Digitalisierungsbezogene Kompetenzen fördern: Herausforderungen, Ansätze und Entwicklungsfelder im Kontext von Schule und Hochschule, Universitätsverlag Hildesheim, Hildesheim, 2022, pp. 228–234."},"language":[{"iso":"ger"}],"series_title":"Hildesheimer Beiträge zur Schul- und Unterrichtsforschung Sonderheft","doi":"10.18442/hibsu-s-2","alternative_title":["Ergebnisse einer exemplarischen Inhaltsanalyse von Studienordnungen nordrhein-westfälischer Lehramtsstudiengänge"],"year":"2022","title":" Der technische Fortschritt und seine Implikationen aus pädagogischer Perspektive","publication_identifier":{"issn":["2365-8924"]},"author":[{"id":"23123","full_name":"Caruso, Carina","first_name":"Carina","last_name":"Caruso"},{"last_name":"Martin","first_name":"Alexander","full_name":"Martin, Alexander"}],"date_updated":"2023-01-08T12:26:34Z","publication_status":"published","intvolume":"         2","date_created":"2023-01-08T12:26:28Z","type":"book_chapter","publication":"Digitalisierungsbezogene Kompetenzen fördern: Herausforderungen, Ansätze und Entwicklungsfelder im Kontext von Schule und Hochschule","abstract":[{"lang":"ger","text":"Technologien beeinflussen verschiedene Bereiche des menschlichen Lebens. Gegenwärtig kommt insbesondere digitalen Technologien ein hoher Stellenwert zu, der sich u. a. dadurch auszeichnet, dass die Nutzung digitaler Technologien sowohl den privaten bzw. informellen als auch den beruflichen bzw. formellen Lebensraum betrifft. Diese Omnipräsenz digitaler Technologien im menschlichen Alltag macht digitalisierungsbezogene Kompetenzen zu einer Voraussetzung für eine selbstbestimmte gesellschaftliche Teilhabe und ist somit auch eine zentrale Zielperspektive schulischer Bildungs- und Erziehungsprozesse. Lehrkräfte, die Schüler*innen auf das Arbeiten und Leben in einer digital vernetzten Welt vorbereiten sollen, stehen deshalb vor einer doppelten Herausforderung: einerseits – wie jeder Mensch – sich selbst angesichts der Digitalisierung zurecht zu finden und entsprechende Medienkompetenzen auszubilden und andererseits medienpädagogische und digitalisierungsbezogene Kompetenzen zu entwickeln, um Lerngelegenheiten für den Unterricht konzipieren und bereitstellen zu können, die Schüler*innen den Erwerb von Medienkompetenzen ermöglichen. Die Lehrer*innenbildung in Deutschland umfasst drei Phasen: Studium, Vorbereitungsdienst und Fort- und Weiterbildung. Digitalisierungsbezogene Kompetenzen sollen angehende Lehrkräfte schon im Studium erwerben und in den anschließenden Phasen weiterentwickeln. In diesem Beitrag werden zunächst Merkmale einer digital vernetzten Welt als Ausgangs- und Bezugsunkte für Lern- und Bildungsprozesse beschrieben (Kap. 2). Daran anschließend werden Kompetenzbereiche erläutert, denen auf dieser Grundlage ein hoher Stellenwert zukommt (Kap. 3). Nach der Herleitung der Forschungsfrage (Kap. 4) und der Beschreibung der Methode (Kap. 5) werden exemplarische Ergebnisse einer Inhaltsanalyse von Studienordnungen nordrhein-westfälischer Lehramtsstudiengänge dargestellt (Kap. 6) und diskutiert (Kap. 7). Die Ergebnisse der Analyse der Studienordnungen der Fächer Katholische Theologie bzw. Unterrichtsfach Pädagogik zeigen, dass angehenden Lehrkräften zum Teil curricular verankerte Lerngelegenheiten fehlen, um in der ersten Phase der Lehrer*innenbildung digitalisierungsbezogene Kompetenzen zu erwerben."}]},{"status":"public","user_id":"14931","volume":408,"_id":"34633","publisher":"Elsevier BV","citation":{"ieee":"K. Hesse and Q. T. Le Gia, “L_2 error estimates for polynomial discrete penalized least-squares approximation on the sphere from noisy data,” <i>Journal of Computational and Applied Mathematics</i>, vol. 408, Art. no. 114118, 2022, doi: <a href=\"https://doi.org/10.1016/j.cam.2022.114118\">10.1016/j.cam.2022.114118</a>.","apa":"Hesse, K., &#38; Le Gia, Q. T. (2022). L_2 error estimates for polynomial discrete penalized least-squares approximation on the sphere from noisy data. <i>Journal of Computational and Applied Mathematics</i>, <i>408</i>, Article 114118. <a href=\"https://doi.org/10.1016/j.cam.2022.114118\">https://doi.org/10.1016/j.cam.2022.114118</a>","short":"K. Hesse, Q.T. Le Gia, Journal of Computational and Applied Mathematics 408 (2022).","chicago":"Hesse, Kerstin, and Quoc Thong Le Gia. “L_2 Error Estimates for Polynomial Discrete Penalized Least-Squares Approximation on the Sphere from Noisy Data.” <i>Journal of Computational and Applied Mathematics</i> 408 (2022). <a href=\"https://doi.org/10.1016/j.cam.2022.114118\">https://doi.org/10.1016/j.cam.2022.114118</a>.","mla":"Hesse, Kerstin, and Quoc Thong Le Gia. “L_2 Error Estimates for Polynomial Discrete Penalized Least-Squares Approximation on the Sphere from Noisy Data.” <i>Journal of Computational and Applied Mathematics</i>, vol. 408, 114118, Elsevier BV, 2022, doi:<a href=\"https://doi.org/10.1016/j.cam.2022.114118\">10.1016/j.cam.2022.114118</a>.","bibtex":"@article{Hesse_Le Gia_2022, title={L_2 error estimates for polynomial discrete penalized least-squares approximation on the sphere from noisy data}, volume={408}, DOI={<a href=\"https://doi.org/10.1016/j.cam.2022.114118\">10.1016/j.cam.2022.114118</a>}, number={114118}, journal={Journal of Computational and Applied Mathematics}, publisher={Elsevier BV}, author={Hesse, Kerstin and Le Gia, Quoc Thong}, year={2022} }","ama":"Hesse K, Le Gia QT. L_2 error estimates for polynomial discrete penalized least-squares approximation on the sphere from noisy data. <i>Journal of Computational and Applied Mathematics</i>. 2022;408. doi:<a href=\"https://doi.org/10.1016/j.cam.2022.114118\">10.1016/j.cam.2022.114118</a>"},"date_updated":"2023-01-09T08:23:56Z","publication_status":"published","intvolume":"       408","year":"2022","title":"L_2 error estimates for polynomial discrete penalized least-squares approximation on the sphere from noisy data","author":[{"id":"42608","last_name":"Hesse","first_name":"Kerstin","orcid":"0000-0003-4125-1941","full_name":"Hesse, Kerstin"},{"full_name":"Le Gia, Quoc Thong","first_name":"Quoc Thong","last_name":"Le Gia"}],"publication_identifier":{"issn":["0377-0427"]},"doi":"10.1016/j.cam.2022.114118","article_number":"114118","language":[{"iso":"eng"}],"publication":"Journal of Computational and Applied Mathematics","type":"journal_article","keyword":["Applied Mathematics","Computational Mathematics"],"department":[{"_id":"10"}],"date_created":"2022-12-20T17:37:16Z"},{"date_updated":"2023-01-09T08:58:30Z","author":[{"first_name":"Elmar","last_name":"Moritzer","full_name":"Moritzer, Elmar","id":"20531"},{"id":"62033","full_name":"Rauen, Dennis","last_name":"Rauen","first_name":"Dennis"},{"full_name":"Schilp, Catharina","first_name":"Catharina","last_name":"Schilp","id":"13707"},{"last_name":"Scholle","first_name":"Maximilian","full_name":"Scholle, Maximilian","id":"35736"}],"title":"Die Vielseitigkeit von Beschichtungen im Spritzgießwerkzeug- und Formenbau","year":"2022","status":"public","publication_date":"2022","user_id":"44116","_id":"34728","language":[{"iso":"eng"}],"citation":{"ieee":"E. Moritzer, D. Rauen, C. Schilp, and M. Scholle, “Die Vielseitigkeit von Beschichtungen im Spritzgießwerkzeug- und Formenbau,” <i>Zeitschrift Kunststofftechnik</i>, 2022.","apa":"Moritzer, E., Rauen, D., Schilp, C., &#38; Scholle, M. (2022). Die Vielseitigkeit von Beschichtungen im Spritzgießwerkzeug- und Formenbau. <i>Zeitschrift Kunststofftechnik</i>.","short":"E. Moritzer, D. Rauen, C. Schilp, M. Scholle, Zeitschrift Kunststofftechnik (2022).","chicago":"Moritzer, Elmar, Dennis Rauen, Catharina Schilp, and Maximilian Scholle. “Die Vielseitigkeit von Beschichtungen Im Spritzgießwerkzeug- Und Formenbau.” <i>Zeitschrift Kunststofftechnik</i>, 2022.","mla":"Moritzer, Elmar, et al. “Die Vielseitigkeit von Beschichtungen Im Spritzgießwerkzeug- Und Formenbau.” <i>Zeitschrift Kunststofftechnik</i>, 2022.","bibtex":"@article{Moritzer_Rauen_Schilp_Scholle_2022, title={Die Vielseitigkeit von Beschichtungen im Spritzgießwerkzeug- und Formenbau}, journal={Zeitschrift Kunststofftechnik}, author={Moritzer, Elmar and Rauen, Dennis and Schilp, Catharina and Scholle, Maximilian}, year={2022} }","ama":"Moritzer E, Rauen D, Schilp C, Scholle M. Die Vielseitigkeit von Beschichtungen im Spritzgießwerkzeug- und Formenbau. <i>Zeitschrift Kunststofftechnik</i>. 2022."},"publication":"Zeitschrift Kunststofftechnik","department":[{"_id":"9"},{"_id":"367"}],"type":"newspaper_article","date_created":"2022-12-21T13:53:49Z"},{"project":[{"_id":"1","name":"SFB 901: SFB 901"},{"name":"SFB 901 - C: SFB 901 - Project Area C","_id":"4"},{"name":"SFB 901 - C5: SFB 901 - Subproject C5","_id":"17"}],"abstract":[{"text":"The development of new business models is essential for startups to become successful, as well as for established companies to explore new business opportunities. However, developing such business models is a challenging activity. On the one hand, various tasks of business model development methods (BMDMs) need to be performed. On the other hand, different decisions for the business models (BMs) need to be made. Both have to fit the changeable situation of the organization in which the business model is developed to reduce the risk of developing ineffective business models with low market penetration. Therefore, the BMDMs and the BMs must be developed situation-specific. In this thesis, we conduct a design science research study to design a novel approach for the situation-specific development of business models with three stages. In the first stage, we create a method repository with method fragments for the BMDMs and a canvas model repository with modeling fragments for the BMs. Both repositories are filled by the knowledge of domain experts. Out of these repositories, in the second stage, situation-specific BMDMs for developing situation-specific BMs are composed by a method engineer based on the changeable situation of the organization and enacted by a business developer. The business developer collaborates with other stakeholders during the enaction to create artifacts. Moreover, in the third stage, he receives IT support, provided by development support engineers, in different development steps.","lang":"eng"}],"supervisor":[{"full_name":"Engels, Gregor","last_name":"Engels","first_name":"Gregor","id":"107"}],"citation":{"bibtex":"@book{Gottschalk_2022, place={Paderborn}, title={Situation-specific Development of Business Models within Software Ecosystems}, DOI={<a href=\"https://doi.org/10.17619/UNIPB/1-1644\">10.17619/UNIPB/1-1644</a>}, publisher={Paderborn University}, author={Gottschalk, Sebastian}, year={2022} }","ama":"Gottschalk S. <i>Situation-Specific Development of Business Models within Software Ecosystems</i>. Paderborn University; 2022. doi:<a href=\"https://doi.org/10.17619/UNIPB/1-1644\">10.17619/UNIPB/1-1644</a>","mla":"Gottschalk, Sebastian. <i>Situation-Specific Development of Business Models within Software Ecosystems</i>. Paderborn University, 2022, doi:<a href=\"https://doi.org/10.17619/UNIPB/1-1644\">10.17619/UNIPB/1-1644</a>.","short":"S. Gottschalk, Situation-Specific Development of Business Models within Software Ecosystems, Paderborn University, Paderborn, 2022.","chicago":"Gottschalk, Sebastian. <i>Situation-Specific Development of Business Models within Software Ecosystems</i>. Paderborn: Paderborn University, 2022. <a href=\"https://doi.org/10.17619/UNIPB/1-1644\">https://doi.org/10.17619/UNIPB/1-1644</a>.","ieee":"S. Gottschalk, <i>Situation-specific Development of Business Models within Software Ecosystems</i>. Paderborn: Paderborn University, 2022.","apa":"Gottschalk, S. (2022). <i>Situation-specific Development of Business Models within Software Ecosystems</i>. 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Fügetechnisches Gemeinschaftskolloquium</i>, 2022.","chicago":"Haak, Viktor, and Gerson Meschut. “Verfahrenserweiterung des Widerstandselementschweißens für stahlintensive Dreiblech-Hybrid-Mischverbindungen mit zwei höchstfesten Stahlgüten in Mittel- und Basislage.” In <i>12. Fügetechnisches Gemeinschaftskolloquium</i>, 2022.","short":"V. Haak, G. Meschut, in: 12. Fügetechnisches Gemeinschaftskolloquium, 2022.","apa":"Haak, V., &#38; Meschut, G. (2022). Verfahrenserweiterung des Widerstandselementschweißens für stahlintensive Dreiblech-Hybrid-Mischverbindungen mit zwei höchstfesten Stahlgüten in Mittel- und Basislage. <i>12. Fügetechnisches Gemeinschaftskolloquium</i>. 12. Fügetechnisches Gemeinschaftskolloquium, Rostock.","ieee":"V. Haak and G. Meschut, “Verfahrenserweiterung des Widerstandselementschweißens für stahlintensive Dreiblech-Hybrid-Mischverbindungen mit zwei höchstfesten Stahlgüten in Mittel- und Basislage,” presented at the 12. Fügetechnisches Gemeinschaftskolloquium, Rostock, 2022."},"user_id":"60398","language":[{"iso":"ger"}],"_id":"35518","date_updated":"2023-01-09T15:07:34Z","year":"2022","title":"Verfahrenserweiterung des Widerstandselementschweißens für stahlintensive Dreiblech-Hybrid-Mischverbindungen mit zwei höchstfesten Stahlgüten in Mittel- und Basislage","status":"public","author":[{"id":"60398","first_name":"Viktor","last_name":"Haak","full_name":"Haak, Viktor"},{"full_name":"Meschut, Gerson","first_name":"Gerson","last_name":"Meschut"}],"conference":{"start_date":"2022-23-11","name":"12. Fügetechnisches Gemeinschaftskolloquium","location":"Rostock","end_date":"2022-24-11"}},{"date_created":"2022-04-25T14:14:55Z","department":[{"_id":"5"},{"_id":"115"}],"type":"book_editor","citation":{"chicago":"Tophinke, Doris, ed. <i>Konjunktiv gebrauchen</i>, 2022.","short":"D. Tophinke, ed., Konjunktiv gebrauchen, 2022.","ama":"Tophinke D, ed. <i>Konjunktiv gebrauchen</i>.; 2022.","bibtex":"@book{Tophinke_2022, title={Konjunktiv gebrauchen}, year={2022} }","apa":"Tophinke, D. (Ed.). (2022). <i>Konjunktiv gebrauchen</i>.","mla":"Tophinke, Doris, editor. <i>Konjunktiv gebrauchen</i>. 2022.","ieee":"D. Tophinke, Ed., <i>Konjunktiv gebrauchen</i>. 2022."},"quality_controlled":"1","_id":"30946","language":[{"iso":"ger"}],"editor":[{"id":"16277","full_name":"Tophinke, Doris","last_name":"Tophinke","first_name":"Doris"}],"user_id":"16277","title":"Konjunktiv gebrauchen","year":"2022","status":"public","publication_status":"published","date_updated":"2023-01-09T14:57:08Z"},{"title":"Emotionale Erfahrungen von Lehramtsstudierenden bei der Arbeit mit Eigenvideografien von Unterricht – Fallanalysen aus einer längsschnittlichen Interviewstudie im Praxissemester","year":"2022","publication_identifier":{"issn":["2367-3044","2367-3052"]},"author":[{"id":"44191","full_name":"Pollmeier, Pascal","last_name":"Pollmeier","first_name":"Pascal"},{"full_name":"Rogge, Tim","last_name":"Rogge","first_name":"Tim"},{"id":"4245","full_name":"Vogelsang, Christoph","last_name":"Vogelsang","first_name":"Christoph"}],"date_updated":"2023-01-09T15:11:26Z","publication_status":"published","intvolume":"         5","language":[{"iso":"eng"}],"doi":"10.3224/zehf.v5i1.03","publication":"ZeHf – Zeitschrift für empirische Hochschulforschung","issue":"1","abstract":[{"lang":"eng","text":"Die Arbeit mit Videografien eigenen Unterrichts wird in Praxisphasen in der universitären Lehramtsausbildung zunehmend als methodisches Mittel zur Reflexion von Unterrichtserfahrungen genutzt. Als wesentlicher Einflussfaktor für einen erfolgreichen Einsatz werden dabei die begleitenden Emotionen der Studierenden angenommen. In einer längsschnittlichen Interviewstudie wurden daher die emotionalen Prozesse von 20 Lehramtsstudierenden bei der Arbeit mit Eigenvideografien in Begleitveranstaltungen des Praxissemesters untersucht. Dabei konnten drei Typen rekonstruiert werden, die prototypische emotionale Muster im Praxissemesterverlauf beschreiben, die durch die Valenz emotionaler Zustände bezüglich der Eigenvideografie zu Beginn und Ende des Praxissemesters charakterisiert werden können (negativ-positiv, positiv-positiv, negativ-negativ). Bei fallübergreifender Betrachtung konnten zudem zentrale Zusammenhänge zwischen Emotionen und Merkmalen des Videoeinsatzes identifiziert werden, wie die Vertrautheit mit Mitstudierenden, der Prozess der Aufnahmegenehmigung und Vorerfahrungen mit Eigenvideografie. Die Ergebnisse der Studie können zur Vermeidung intensiver negativer Emotionen bei der Nutzung videobasierter Reflexion eigenen Unterrichts beitragen und die Akzeptanz von Eigenvideografie zur eigenen Professionalisierung in der Lehrerbildung erhöhen."}],"date_created":"2022-03-03T13:32:50Z","type":"journal_article","department":[{"_id":"33"},{"_id":"386"}],"status":"public","page":"20-37","_id":"30202","publisher":"Verlag Barbara Budrich GmbH","user_id":"4245","volume":5,"citation":{"ama":"Pollmeier P, Rogge T, Vogelsang C. Emotionale Erfahrungen von Lehramtsstudierenden bei der Arbeit mit Eigenvideografien von Unterricht – Fallanalysen aus einer längsschnittlichen Interviewstudie im Praxissemester. <i>ZeHf – Zeitschrift für empirische Hochschulforschung</i>. 2022;5(1):20-37. doi:<a href=\"https://doi.org/10.3224/zehf.v5i1.03\">10.3224/zehf.v5i1.03</a>","bibtex":"@article{Pollmeier_Rogge_Vogelsang_2022, title={Emotionale Erfahrungen von Lehramtsstudierenden bei der Arbeit mit Eigenvideografien von Unterricht – Fallanalysen aus einer längsschnittlichen Interviewstudie im Praxissemester}, volume={5}, DOI={<a href=\"https://doi.org/10.3224/zehf.v5i1.03\">10.3224/zehf.v5i1.03</a>}, number={1}, journal={ZeHf – Zeitschrift für empirische Hochschulforschung}, publisher={Verlag Barbara Budrich GmbH}, author={Pollmeier, Pascal and Rogge, Tim and Vogelsang, Christoph}, year={2022}, pages={20–37} }","mla":"Pollmeier, Pascal, et al. “Emotionale Erfahrungen von Lehramtsstudierenden Bei Der Arbeit Mit Eigenvideografien von Unterricht – Fallanalysen Aus Einer Längsschnittlichen Interviewstudie Im Praxissemester.” <i>ZeHf – Zeitschrift Für Empirische Hochschulforschung</i>, vol. 5, no. 1, Verlag Barbara Budrich GmbH, 2022, pp. 20–37, doi:<a href=\"https://doi.org/10.3224/zehf.v5i1.03\">10.3224/zehf.v5i1.03</a>.","short":"P. Pollmeier, T. Rogge, C. Vogelsang, ZeHf – Zeitschrift Für Empirische Hochschulforschung 5 (2022) 20–37.","chicago":"Pollmeier, Pascal, Tim Rogge, and Christoph Vogelsang. “Emotionale Erfahrungen von Lehramtsstudierenden Bei Der Arbeit Mit Eigenvideografien von Unterricht – Fallanalysen Aus Einer Längsschnittlichen Interviewstudie Im Praxissemester.” <i>ZeHf – Zeitschrift Für Empirische Hochschulforschung</i> 5, no. 1 (2022): 20–37. <a href=\"https://doi.org/10.3224/zehf.v5i1.03\">https://doi.org/10.3224/zehf.v5i1.03</a>.","apa":"Pollmeier, P., Rogge, T., &#38; Vogelsang, C. (2022). Emotionale Erfahrungen von Lehramtsstudierenden bei der Arbeit mit Eigenvideografien von Unterricht – Fallanalysen aus einer längsschnittlichen Interviewstudie im Praxissemester. <i>ZeHf – Zeitschrift Für Empirische Hochschulforschung</i>, <i>5</i>(1), 20–37. <a href=\"https://doi.org/10.3224/zehf.v5i1.03\">https://doi.org/10.3224/zehf.v5i1.03</a>","ieee":"P. Pollmeier, T. Rogge, and C. Vogelsang, “Emotionale Erfahrungen von Lehramtsstudierenden bei der Arbeit mit Eigenvideografien von Unterricht – Fallanalysen aus einer längsschnittlichen Interviewstudie im Praxissemester,” <i>ZeHf – Zeitschrift für empirische Hochschulforschung</i>, vol. 5, no. 1, pp. 20–37, 2022, doi: <a href=\"https://doi.org/10.3224/zehf.v5i1.03\">10.3224/zehf.v5i1.03</a>."}},{"department":[{"_id":"33"}],"keyword":["Education"],"type":"journal_article","date_created":"2022-12-20T20:44:14Z","citation":{"bibtex":"@article{Vogelsang_Wiethoff_2022, title={Effects of school closures during the COVID-19 pandemic in early 2020 on prospective teachers in a one-semester school internship}, DOI={<a href=\"https://doi.org/10.1080/02619768.2022.2158808\">10.1080/02619768.2022.2158808</a>}, journal={European Journal of Teacher Education}, publisher={Informa UK Limited}, author={Vogelsang, Christoph and Wiethoff, Christoph}, year={2022}, pages={1–19} }","ama":"Vogelsang C, Wiethoff C. Effects of school closures during the COVID-19 pandemic in early 2020 on prospective teachers in a one-semester school internship. <i>European Journal of Teacher Education</i>. Published online 2022:1-19. doi:<a href=\"https://doi.org/10.1080/02619768.2022.2158808\">10.1080/02619768.2022.2158808</a>","mla":"Vogelsang, Christoph, and Christoph Wiethoff. “Effects of School Closures during the COVID-19 Pandemic in Early 2020 on Prospective Teachers in a One-Semester School Internship.” <i>European Journal of Teacher Education</i>, Informa UK Limited, 2022, pp. 1–19, doi:<a href=\"https://doi.org/10.1080/02619768.2022.2158808\">10.1080/02619768.2022.2158808</a>.","short":"C. Vogelsang, C. Wiethoff, European Journal of Teacher Education (2022) 1–19.","chicago":"Vogelsang, Christoph, and Christoph Wiethoff. “Effects of School Closures during the COVID-19 Pandemic in Early 2020 on Prospective Teachers in a One-Semester School Internship.” <i>European Journal of Teacher Education</i>, 2022, 1–19. <a href=\"https://doi.org/10.1080/02619768.2022.2158808\">https://doi.org/10.1080/02619768.2022.2158808</a>.","ieee":"C. Vogelsang and C. Wiethoff, “Effects of school closures during the COVID-19 pandemic in early 2020 on prospective teachers in a one-semester school internship,” <i>European Journal of Teacher Education</i>, pp. 1–19, 2022, doi: <a href=\"https://doi.org/10.1080/02619768.2022.2158808\">10.1080/02619768.2022.2158808</a>.","apa":"Vogelsang, C., &#38; Wiethoff, C. (2022). Effects of school closures during the COVID-19 pandemic in early 2020 on prospective teachers in a one-semester school internship. <i>European Journal of Teacher Education</i>, 1–19. <a href=\"https://doi.org/10.1080/02619768.2022.2158808\">https://doi.org/10.1080/02619768.2022.2158808</a>"},"publication":"European Journal of Teacher Education","user_id":"4245","doi":"10.1080/02619768.2022.2158808","_id":"34639","language":[{"iso":"eng"}],"publisher":"Informa UK Limited","page":"1-19","publication_status":"published","date_updated":"2023-01-09T15:10:53Z","publication_identifier":{"issn":["0261-9768","1469-5928"]},"author":[{"first_name":"Christoph","last_name":"Vogelsang","full_name":"Vogelsang, Christoph","id":"4245"},{"id":"585","full_name":"Wiethoff, Christoph","first_name":"Christoph","last_name":"Wiethoff"}],"status":"public","title":"Effects of school closures during the COVID-19 pandemic in early 2020 on prospective teachers in a one-semester school internship","year":"2022"},{"intvolume":"        12","date_updated":"2023-01-09T15:27:20Z","publication_status":"published","author":[{"id":"4245","first_name":"Christoph","last_name":"Vogelsang","full_name":"Vogelsang, Christoph"},{"last_name":"Kulgemeyer","first_name":"Christoph","full_name":"Kulgemeyer, Christoph"},{"first_name":"Josef","last_name":"Riese","full_name":"Riese, Josef"}],"publication_identifier":{"issn":["2227-7102"]},"year":"2022","title":"Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience","doi":"10.3390/educsci12070479","language":[{"iso":"eng"}],"article_number":"479","abstract":[{"text":"<jats:p>Following concepts describing lesson planning as a form of anticipatory reflection, preservice physics teachers’ reflection skills are assumed to be positively connected with their planning skills. However, empirical evidence on this is scarce. To explore how relations between these specific skills change over the course of a field experience controlling for influences of professional knowledge, we conduct a pre-post field study with N = 95 preservice physics teachers in a one-semester field experience. Content knowledge (CK) and pedagogical content knowledge (PCK) (paper-and-pencil tests), and reflection and planning skills (standardized performance assessments) were assessed before and after the field experience. Path analyses revealed almost no influence of reflection skills on planning skills. Reflections skills did not contribute to preservice teachers planning skills beyond knowledge, indicating both constructs might represent rather independent abilities. The results show the need for further development of models describing the development of teachers’ professional knowledge and skills in academic teacher education and for the development of concepts for a better integration of reflection and lesson planning in field experiences.</jats:p>","lang":"eng"}],"issue":"7","publication":"Education Sciences","department":[{"_id":"299"},{"_id":"33"}],"keyword":["Public Administration","Developmental and Educational Psychology","Education","Computer Science Applications","Computer Science (miscellaneous)","Physical Therapy","Sports Therapy and Rehabilitation"],"type":"journal_article","date_created":"2023-01-09T15:25:28Z","status":"public","volume":12,"user_id":"4245","_id":"35522","publisher":"MDPI AG","citation":{"mla":"Vogelsang, Christoph, et al. “Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience.” <i>Education Sciences</i>, vol. 12, no. 7, 479, MDPI AG, 2022, doi:<a href=\"https://doi.org/10.3390/educsci12070479\">10.3390/educsci12070479</a>.","bibtex":"@article{Vogelsang_Kulgemeyer_Riese_2022, title={Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience}, volume={12}, DOI={<a href=\"https://doi.org/10.3390/educsci12070479\">10.3390/educsci12070479</a>}, number={7479}, journal={Education Sciences}, publisher={MDPI AG}, author={Vogelsang, Christoph and Kulgemeyer, Christoph and Riese, Josef}, year={2022} }","ama":"Vogelsang C, Kulgemeyer C, Riese J. Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience. <i>Education Sciences</i>. 2022;12(7). doi:<a href=\"https://doi.org/10.3390/educsci12070479\">10.3390/educsci12070479</a>","ieee":"C. Vogelsang, C. Kulgemeyer, and J. Riese, “Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience,” <i>Education Sciences</i>, vol. 12, no. 7, Art. no. 479, 2022, doi: <a href=\"https://doi.org/10.3390/educsci12070479\">10.3390/educsci12070479</a>.","apa":"Vogelsang, C., Kulgemeyer, C., &#38; Riese, J. (2022). Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience. <i>Education Sciences</i>, <i>12</i>(7), Article 479. <a href=\"https://doi.org/10.3390/educsci12070479\">https://doi.org/10.3390/educsci12070479</a>","short":"C. Vogelsang, C. Kulgemeyer, J. Riese, Education Sciences 12 (2022).","chicago":"Vogelsang, Christoph, Christoph Kulgemeyer, and Josef Riese. “Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience.” <i>Education Sciences</i> 12, no. 7 (2022). <a href=\"https://doi.org/10.3390/educsci12070479\">https://doi.org/10.3390/educsci12070479</a>."}},{"conference":{"location":"Bad Nauheim","start_date":"2022-05-17","name":"Joining in Car Body Engineering","end_date":"2022-05-19"},"author":[{"id":"41235","full_name":"Chudalla, Nick","last_name":"Chudalla","first_name":"Nick"},{"id":"32056","first_name":"Gerson","orcid":"0000-0002-2763-1246","last_name":"Meschut","full_name":"Meschut, Gerson"},{"first_name":"Aurélie","last_name":"Bartley","full_name":"Bartley, Aurélie"},{"full_name":"Wibbeke, Michael","first_name":"Michael","last_name":"Wibbeke"}],"status":"public","title":"Efficient debonding of adhesively bonded joints in car body repair","year":"2022","date_updated":"2023-01-09T15:41:13Z","language":[{"iso":"eng"}],"_id":"35531","user_id":"41235","citation":{"short":"N. Chudalla, G. Meschut, A. Bartley, M. Wibbeke, in: 2022.","chicago":"Chudalla, Nick, Gerson Meschut, Aurélie Bartley, and Michael Wibbeke. “Efficient Debonding of Adhesively Bonded Joints in Car Body Repair,” 2022.","apa":"Chudalla, N., Meschut, G., Bartley, A., &#38; Wibbeke, M. (2022). <i>Efficient debonding of adhesively bonded joints in car body repair</i>. Joining in Car Body Engineering, Bad Nauheim.","ieee":"N. Chudalla, G. Meschut, A. Bartley, and M. Wibbeke, “Efficient debonding of adhesively bonded joints in car body repair,” presented at the Joining in Car Body Engineering, Bad Nauheim, 2022.","ama":"Chudalla N, Meschut G, Bartley A, Wibbeke M. Efficient debonding of adhesively bonded joints in car body repair. In: ; 2022.","bibtex":"@inproceedings{Chudalla_Meschut_Bartley_Wibbeke_2022, title={Efficient debonding of adhesively bonded joints in car body repair}, author={Chudalla, Nick and Meschut, Gerson and Bartley, Aurélie and Wibbeke, Michael}, year={2022} }","mla":"Chudalla, Nick, et al. <i>Efficient Debonding of Adhesively Bonded Joints in Car Body Repair</i>. 2022."},"date_created":"2023-01-09T15:41:06Z","department":[{"_id":"157"}],"type":"conference"}]