Zeitschrift für Erziehungswissenschaft最新文献

{"title":"Wie fühlen Sie sich beim Reflektieren Ihres Unterrichts?","authors":"Anja Henke, Andrea Westphal, Isabell Hußner, Rebecca Lazarides","doi":"10.1007/s11618-023-01186-4","DOIUrl":"https://doi.org/10.1007/s11618-023-01186-4","url":null,"abstract":"Abstract Reflecting on teaching situations is important for student teachers’ professionalization and can be understood as a learning opportunity. However, despite being important for their professional development, only little is known about the interindividual psychological processes that occur when student teachers reflect on their teaching. The present study examines 146 student teachers’ teaching-related self-efficacy beliefs at two timepoints (at the beginning and end of one semester) and their emotion word use in 239 written reflections on differently perceived teaching situations (135 mastery and 104 challenging) using Wald tests and path modelling. First, our results show that student teachers use more positive than negative emotion words in their written reflections. Second, examining relations between situation and emotions, we show that emotion word use differs significantly between teaching situations. Further, higher negative emotion word use in reflections on mastery experiences (positive teaching situations) is associated with lower self-efficacy at the end of one semester. Thus, it is important to focus particularly on the challenges that student teachers experience during teaching when aiming to promote their self-efficacy beliefs.","PeriodicalId":239335,"journal":{"name":"Zeitschrift für Erziehungswissenschaft","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135536623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Doing racialized masculinities in Finnish schools: subjectivation and de/humanization","authors":"Bettina Kleiner, Ann Phoenix","doi":"10.1007/s11618-023-01193-5","DOIUrl":"https://doi.org/10.1007/s11618-023-01193-5","url":null,"abstract":"Abstract This paper focuses on Judith Butler’s theorisation of the performative subject and contemporary critiques to consider its relevance to the doing of racialized masculinities in Finnish schools. Recent postcolonial critique has indicated that, early work on performativity and subjectivation implicitly assumes a white and western, enlightenment subject and does not take the aftermath of slavery into account. While Butler’s work since then theorises inequalities including racism, it leaves untheorized the de/subjectivation of Black people and those from other minoritised ethnic groups as well as how racialisation and abjection is a systematic part of the subjectivation of white people. This paper draws on a study of the narratives of Finnish 12–15-year-olds in order to shed light on processes of subjectivation they do while doing racialized masculinities. The findings point to the need to extend Butler’s theory of subjectivation to take power-knowledge-affect-relations and de/humanization on board in ways that account for Black as well as white people’s performative subjectivation.","PeriodicalId":239335,"journal":{"name":"Zeitschrift für Erziehungswissenschaft","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135536629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nachruf für Prof.in Dr.in Sigrid Blömeke (1965–2023), Universitätsprofessorin und Leiterin des Centre for Educational Measurement (CEMO) an der Universität Oslo, Norwegen","authors":"Gabriele Kaiser, Johannes König","doi":"10.1007/s11618-023-01194-4","DOIUrl":"https://doi.org/10.1007/s11618-023-01194-4","url":null,"abstract":"","PeriodicalId":239335,"journal":{"name":"Zeitschrift für Erziehungswissenschaft","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135816327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Process-related competencies of central examinations in Mathematics—An analysis of all ZP10 tasks in North Rhine-Westphalia from 2007 to 2019","authors":"Bruno Scheja, Anna Schreck, Benjamin Rott","doi":"10.1007/s11618-023-01191-7","DOIUrl":"https://doi.org/10.1007/s11618-023-01191-7","url":null,"abstract":"Zusammenfassung Die Aktivitäten „Problemlösen“, „Modellieren“ und „Argumentieren“ stellen breit anerkannte im Mathematikunterricht zu vermittelnde Kompetenzen dar. Welche Rolle sie im Mathematikunterricht spielen, hängt aber auch davon ab, ob und in welchem Maße sie in zentralen Abschlussprüfungen abgeprüft werden. Um den Stellenwert der drei Kompetenzen in der Zentralen Abschlussprüfung nach Jahrgang 10 (ZP10) des Bundeslands Nordrhein-Westfalen zu erfassen, wurde eine Dokumentenanalyse aller Aufgaben der ZP10 des Bundeslands Nordrhein-Westfalen seit ihrer Einführung 2007 bis einschließlich 2019 durchgeführt: Insgesamt wurden 1886 Aufgaben aus 68 Prüfungsdokumenten analysiert, wobei jede Kompetenz auf einer vierstufigen Skala kodiert wurde. Die Ergebnisse zeigen, dass kaum mehr als ein minimaler Anspruch in Bezug auf die genannten Kompetenzen gefordert wird, der zudem über den gesamten Zeitraum nur geringe Veränderungen erfährt.","PeriodicalId":239335,"journal":{"name":"Zeitschrift für Erziehungswissenschaft","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136059626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Selbstbezug in videobasierten Unterrichtsreflexionen von Lehramtsstudierenden im Bachelor","authors":"Alexandra Merkert, Hendrik Lohse-Bossenz, Katharina Neuber, Gerlinde Lenske","doi":"10.1007/s11618-023-01178-4","DOIUrl":"https://doi.org/10.1007/s11618-023-01178-4","url":null,"abstract":"Zusammenfassung Die Reflexion von Unterrichtsvideos hat sich als wichtiges Instrument zur Verbindung von Theorie und Praxis im Lehramtsstudium etabliert. Videos ermöglichen es, Unterrichtssituationen theoriebasiert zu analysieren, d. h. Lehrhandlungen und deren Folgen zu beschreiben, zu interpretieren und ggf. Handlungsalternativen zu entwickeln. Sie erlauben eine Art stellvertretende Erfahrung, die einer anschließenden Reflexion zugänglich ist. Neben den genannten analytischen mentalen Prozessen verlangt Unterrichtsreflexion auch, dass die stellvertretenden Erfahrungen bzw. die daraus gewonnenen Erkenntnisse auf die eigene Person bezogen werden. Dieser Selbstbezug kann als ein wichtiger Bestandteil des Reflexionsprozesses betrachtet werden. Näher zu erforschen gilt es, welche Dimensionen hinsichtlich des Selbstbezugs unterschieden werden können und inwiefern es Lehramtsstudierenden bereits zu Beginn ihres Studiums gelingt, diesen vertieft herzustellen. Analysiert wurden dazu die qualitativen Daten von 133 Lehramtsstudierenden im Bachelor. Klassifiziert und empirisch besetzt werden konnten fünf Dimensionen des Selbstbezugs (1. Kompetenzen, 2. Passung und Identifikation, 3. Werte und Überzeugungen, 4. persönlicher Lerneffekt und 5. Emotionen). Diese sind potenziell für Erweiterungen offen. Betrachtet wurde außerdem die Tiefe der Selbstbezüge. Im Rahmen von Korrelationsanalysen wurde darüber hinaus ihr Zusammenhang mit dem situationalen Interesse sowie der Motivation, einen Selbstbezug herzustellen, untersucht. Erwartungsgemäß verfassten situational stärker interessierte und zur Herstellung eines Selbstbezugs motivierte Studierende tendenziell umfangreichere Selbstbezüge. Die Mehrheit fokussierte sich jedoch auf eine Dimension. Es gelang allerdings nicht allen Studierenden, einen Selbstbezug herzustellen. Das entwickelte Analyseschema steht auch zukünftigen Forschungsprojekten zur Verfügung und ist auf Basis des Interraterverfahrens als hinreichend intersubjektiv nachvollziehbar zu bezeichnen. Die klassifizierten Dimensionen können darüber hinaus als Anregung für die Reflexion von (videographierten) Unterrichtssituationen in Studium und Weiterbildung genutzt werden.","PeriodicalId":239335,"journal":{"name":"Zeitschrift für Erziehungswissenschaft","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135487466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ausbildungsabbruch oder Ausbildungswechsel: Die Rolle von leistungs- und integrationsbezogenen Risikofaktoren","authors":"Anne Christine Holtmann, Heike Solga","doi":"10.1007/s11618-023-01151-1","DOIUrl":"https://doi.org/10.1007/s11618-023-01151-1","url":null,"abstract":"Abstract The dropout rate in vocational education and training (VET) programs is high in Germany. Yet, this study shows that most instances of dropout are not permanent departures from VET. Instead, most trainees later re-enter into a new training program in a different occupation or company (a phenomenon labelled “stopout”). We use Tinto’s model of college dropout, which suggests that the importance of performance-related and integration-related risk factors differs for permanent dropouts and stopouts, and their timing. Our analyses are based on longitudinal data from the National Educational Panel Study (NEPS), which provides measures for competencies and socioemotional (also called noncognitive) skills prior to starting VET programs, information to capture factors related to dis/satisfaction with training and longitudinal information on school-to-work transitions. To examine the relative importance of performance- and integration-related factors, we use Shapley decompositions. Our analyses reveal that performance-related risk factors (in terms of low math competence) increase the risk of permanently dropping out, and both cognitive and socioemotional skills predict occupational changes (occupational stopouts). Whether the VET program corresponds to the desired occupation is the most important integration-related factor, and a poor match increases the risk of both permanent dropout and occupational stopout. Moreover, lower satisfaction with training leads to changes in occupations or training companies. Finally, early training dissolutions are more strongly linked to integration-related problems, while later ones are more due to performance-related problems.","PeriodicalId":239335,"journal":{"name":"Zeitschrift für Erziehungswissenschaft","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135945987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The importance of migration-related beliefs of preschool teachers for the quality of educational practice","authors":"Csaba Kurucz, Axinja Hachfeld, Simone Lehrl, Yvonne Anders","doi":"10.1007/s11618-023-01141-3","DOIUrl":"https://doi.org/10.1007/s11618-023-01141-3","url":null,"abstract":"Zusammenfassung Migrationsbezogene Überzeugungen von frühpädagogischen Fachkräften werden insbesondere in kulturell diversen Kindertageseinrichtungen eine handlungsleitende Bedeutung zugesprochen, obwohl es für diese Annahme kaum empirische Belege gibt. Die vorliegende Studie setzt hier an und untersucht, ob die migrationsbezogenen Überzeugungen von N = 206 frühpädagogischen Fachkräften im Zusammenhang mit der in ihren N = 107 Kindertageseinrichtungen beobachteten sprachspezifischen Prozess- und Strukturqualität stehen. Als migrationsbezogene Überzeugungsfacetten wurden die multikulturellen und assmiliativen Überzeugungen berücksichtigt, die anhand von Selbsteinschätzungen erfragt wurden. Die sprachspezifische Prozess- und Strukturqualität wurde mithilfe verschiedener Subskalen der Skala zum Sustained Shared Thinking und zum emotionalen Wohlbefinden (SSTEW), der Kindergarten-Skala-Erweiterung (KES-E) sowie einer selbst entwickelten Skala „ Sprach- und kultursensible Raumgestaltung “ (SKR) in Beobachtungen eingeschätzt. Die multikulturellen und assimilativen Überzeugungen der frühpädagogischen Fachkräfte gingen neben ausgewählten Struktur- und Fachkraftmerkmalen getrennt in Strukturgleichungsmodelle ein. Die Ergebnisse zeigten, dass die multikulturellen Überzeugungen der frühpädagogischen Fachkräfte signifikant positiv mit der Subskala „ Sprache “ der KES‑E und der Skala „ Sprach- und kultursensible Raumgestaltung “ zusammenhingen. Die assimilativen Überzeugungen waren hingegen mit keiner der drei sprachspezifischen Qualitätsmaße assoziiert.","PeriodicalId":239335,"journal":{"name":"Zeitschrift für Erziehungswissenschaft","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135096279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic flocking and global distress: Equitable south-north research partnering to promote quality education in diverse contexts and cultures","authors":"L. Ebersöhn, Funke Omidire, P. Murphy","doi":"10.1007/s11618-022-01084-1","DOIUrl":"https://doi.org/10.1007/s11618-022-01084-1","url":null,"abstract":"","PeriodicalId":239335,"journal":{"name":"Zeitschrift für Erziehungswissenschaft","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125139287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing 21st century skills in early childhood: the contribution of process quality to self-regulation and pro-social behaviour","authors":"K. Sylva, P. Sammons, E. Melhuish, I. Siraj, B. Taggart","doi":"10.1007/s11618-020-00945-x","DOIUrl":"https://doi.org/10.1007/s11618-020-00945-x","url":null,"abstract":"","PeriodicalId":239335,"journal":{"name":"Zeitschrift für Erziehungswissenschaft","volume":"10 10","pages":"465 - 484"},"PeriodicalIF":0.0,"publicationDate":"2020-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141204111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing 21st century skills in early childhood: the contribution of process quality to self-regulation and pro-social behaviour","authors":"K. Sylva, P. Sammons, E. Melhuish, I. Siraj, B. Taggart","doi":"10.1007/s11618-020-00945-x","DOIUrl":"https://doi.org/10.1007/s11618-020-00945-x","url":null,"abstract":"","PeriodicalId":239335,"journal":{"name":"Zeitschrift für Erziehungswissenschaft","volume":"8 5","pages":"465 - 484"},"PeriodicalIF":0.0,"publicationDate":"2020-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141204123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}