@phdthesis{Staab2024, author = {Staab, Monika}, title = {International Teaching and Learning Settings in the Academic Professionalisation of Adult Education : An International and Comparative Study}, series = {Studies on Adult Learning and Education ; 18}, journal = {Studies on Adult Learning and Education ; 18}, publisher = {Firenze University Press}, address = {Firenze}, isbn = {979-12-215-0287-9}, doi = {10.36253/979-12-215-0287-9}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-359613}, school = {Universit{\"a}t W{\"u}rzburg}, pages = {327}, year = {2024}, abstract = {Academic education is seen as an important place for the development of professionalism of (future) adult educators. Since adult education academia, research, and practice is closely intertwined with global and international de- velopments, there is a need for adult education programmes to prepare their students for these interconnections. This can be examined in the context of international teaching and learning settings that integrate international, inter- cultural, or global perspectives into teaching and learning and are part of the internationalisation efforts of higher education. The focus of this international and comparative study is on how international teaching and learning settings contribute to the academic professionalisation in adult education in three mas- ter's programmes with a focus on adult education at the University of W{\"u}rzburg (Germany), University of Belgrade (Serbia) and University of Florence (Italy). International teaching and learning settings are examined on the structural and individual level of academic professionalisation. The aim is to explore the provision of international teaching and learning settings in the master's pro- grammes on the one hand, and to analyse the contribution of international teach- ing and learning settings to the development of students' professionalism on the other. For this purpose, three focus group interviews with programme heads, (academic) staff, and students as well as 22 guided interviews with graduates of the three master's programmes at the three university locations are collected and analysed in an international and comparative study design. The study reveals similarities and differences in the forms, framework con- ditions, and goals of international teaching and learning settings between the three master's programmes. Overarching contexts that guide the internationalisation of the master's programmes become apparent (e.g. education and higher education policy, internationalisation of the university, programme structure). The triangulation of the interview data of the graduates shows that the interna- tional environment, the structural arrangement, and the practical relevance of the international teaching and learning settings support the development of the graduates' professionalism. The results underline the relevance of international teaching and learning settings for the development of professionalism in adult education and point to the requirement for a systematic and comprehensive in- ternationalisation of adult education programmes.}, subject = {Erwachsenenbildung}, language = {en} } @article{ThenPohlmannRother2024, author = {Then, Daniel and Pohlmann-Rother, Sanna}, title = {Adaptivity in the inclusive transition to school}, series = {Frontiers in Education}, volume = {8}, journal = {Frontiers in Education}, issn = {2504-284X}, doi = {10.3389/feduc.2023.1304918}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-354256}, year = {2024}, abstract = {The transition to school is a key juncture in an individual's educational trajectory, with far-reaching effects on the development of children and their families. Successful transitions require flexibility in the design of the transition process, addressing the needs of the persons involved in an adaptive manner. Adaptivity is also considered crucial for the success of inclusive transitions. However, a systematic breakdown of the aspects that characterize the concept of adaptivity in the context of inclusive school entry is not available at this point. This article therefore provides a conceptualization of adaptivity in the inclusive transition to school as well as a review of the current literature focusing this topic. The goal is to develop a model that structures the various aspects of adaptivity at school entry and offers an overview of the way these aspects are important to design the transition successfully according to current findings of empirical research. Building on a concept of transitions informed by ecological systems theory, we are guided by the assumption that adaptivity at transition to school may occur in three forms: as a feature of the persons involved in the transition; as a feature of the processes that moderate the course of the transition; and as a feature of the structures that frame the transition. Based on this distinction, we develop a model that presents adaptivity in the inclusive transition to school.}, language = {en} } @phdthesis{Ripka2023, author = {Ripka, Gabriela}, title = {Promoting Pre-Service Teachers' TPACK Development in Social Virtual Reality - Practice- and Theory-Oriented Development and Evaluation of a Pedagogical Concept for Initial Teacher Education}, doi = {10.25972/OPUS-31291}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-312913}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2023}, abstract = {The use of digital media by children and young people offers opportunities for communication, collaboration, and participation. However, to prepare them for the risks and challenges of media usage, promoting digital competencies of students and teachers is an indispensable goal for educational institutions. To meet this requirement, teacher education must be opened to innovative pedagogical concepts for initial teacher education that considers new technologies in a reflective, action-oriented way to promote competencies. Therefore, this work aims to promote the technological pedagogical content knowledge (TPACK) of prospective teachers that enables the purposeful integration of social virtual reality (social VR) into the classroom. Consequently, a pedagogical concept is developed and evaluated in an iterative research and development process following the design- based research approach (DBR) through four consecutive studies. The first study involved an analysis of the requirements of teachers and students for the effective use of social VR in the classroom. The second study examined how prospective teachers perceive teaching and learning activities within two theory-driven scenarios in social VR. The third study investigated the development of Technological Pedagogical Content Knowledge (TPACK) among students in social VR compared to video-based communication. Finally, the fourth study measured the development of TPACK in social VR using epistemic network analysis, finding that social VR can be an effective tool for teacher education, emphasizing the importance of authentic contexts and practical experiences for effective teaching in social VR. In the concluding chapter, appropriate implications for teacher education research and practice are derived from findings. For example, that a deeper understanding of TPACK as metacognitive awareness could enhance teacher education for media integration. It also highlights the need for digital literacy in seminars that address new technologies, emphasizing the importance of considering moral values and sustainability when using VR.}, subject = {Medienp{\"a}dagogik}, language = {en} } @inproceedings{FoersterGrafe2023, author = {F{\"o}rster, Kristina and Grafe, Silke}, title = {Fostering Teacher Educators' Intercultural Media-Related Competencies Using a Social VR Environment}, series = {Proceedings of Society for Information Technology \& Teacher Education International Conference}, booktitle = {Proceedings of Society for Information Technology \& Teacher Education International Conference}, editor = {Langran, Elizabeth and Christensen, Peter and Sanson, Jarrod}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-322310}, pages = {2547-2557}, year = {2023}, abstract = {Recent studies suggest that teacher educators require intercultural media-related educational competencies to respond to contemporary and future educational needs. However, necessary professional development concepts, which are aimed at fostering these competencies, are underrepresented in current teacher education research. This study reports on the results of a case study within a Design-Based-Research project aimed at designing, implementing and evaluating a professional development concept to foster teacher educators' intercultural media-related competencies. A remote workshop using a Social VR environment was conducted with a convenience sample of 10 teacher educators. Data collected through a qualitative pre-post survey and a focus group was interpreted through qualitative content analysis. Findings showed intercultural aspects were addressed in several domains as well as an increased ability to evaluate potentials and risks related to interculturally focused teaching and learning with Social VR.}, subject = {Interkulturelles Lernen}, language = {en} } @inproceedings{FoersterGrafe2021, author = {F{\"o}rster, Kristina and Grafe, Silke}, title = {ICT-related Educational Competencies of Teacher Educators from an Intercultural Perspective. A Systematic Analysis of Competency Frameworks}, series = {Proceedings of Society for Information Technology \& Teacher Education International Conference}, booktitle = {Proceedings of Society for Information Technology \& Teacher Education International Conference}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-260577}, pages = {1-8}, year = {2021}, abstract = {Both research and policy indicate the importance of considering ICT-related and intercultural competence development in education together. Teacher educators play a significant role in the development of these related competencies. The aim of this study is to analyze ICT- related competence frameworks addressing teacher educators, focusing on how they incorporate intercultural considerations. We analyze four internationally recognized models—Teacher Educator Technology Competencies (TETCs), DigCompEdu, Jisc Digital Capabilities, and Media Didactica—showing that with the TETCs important steps have been taken to integrate both discourses, while the other frameworks treat aspects related to culture as isolated phenomena. In TETC 8, the global dimension is represented by a specific competency, which is also differentiated into specific areas of competence. This offers a strong starting point for further international discourse, in terms of both the diversification of underlying theoretical concepts and approaches to culturally responsive education. Further research is needed to investigate how professional development can meet the needs of teacher educators in a global context.}, subject = {Interkulturelles Lernen}, language = {en} } @inproceedings{FoersterHeinGrafeetal.2021, author = {F{\"o}rster, Kristina and Hein, Rebecca and Grafe, Silke and Latoschik, Marc Erich and Wienrich, Carolin}, title = {Fostering Intercultural Competencies in Initial Teacher Education: Implementation of Educational Design Prototypes Using a Social Virtual Reality Environment}, series = {Proceedings of Innovate Learning Summit}, booktitle = {Proceedings of Innovate Learning Summit}, editor = {Basteans, Theo}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-260586}, pages = {95-108}, year = {2021}, abstract = {The combination of globalization and digitalization emphasizes the importance of media-related and intercultural competencies of teacher educators and preservice teachers. This article reports on the initial prototypical implementation of a pedagogical concept to foster such competencies of preservice teachers. The proposed pedagogical concept utilizes a social virtual reality (VR) framework since related work on the characteristics of VR has indicated that this medium is particularly well suited for intercultural professional development processes. The development is integrated into a larger design-based research approach that develops a theory-guided and empirically grounded professional development concept for teacher educators with a special focus on teacher educator technology competencies (TETC8). TETCs provide a suitable competence framework capable of aligning requirements for both media-related and intercultural competencies. In an exploratory study with student teachers, we designed, implemented, and evaluated a pedagogical concept. Reflection reports were qualitatively analyzed to gain insights into factors that facilitate or hinder the implementation of the immersive learning scenario as well as into the participants' evaluation of their learning experience. The results show that our proposed pedagogical concept is particularly suitable for promoting the experience of social presence, agency, and empathy in the group.}, subject = {Interkulturelles Lernen}, language = {en} } @article{OberdoerferBirnstielLatoschiketal.2021, author = {Oberd{\"o}rfer, Sebastian and Birnstiel, Sandra and Latoschik, Marc Erich and Grafe, Silke}, title = {Mutual Benefits: Interdisciplinary Education of Pre-Service Teachers and HCI Students in VR/AR Learning Environment Design}, series = {Frontiers in Education}, volume = {6}, journal = {Frontiers in Education}, issn = {2504-284X}, doi = {10.3389/feduc.2021.693012}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-241612}, year = {2021}, abstract = {The successful development and classroom integration of Virtual (VR) and Augmented Reality (AR) learning environments requires competencies and content knowledge with respect to media didactics and the respective technologies. The paper discusses a pedagogical concept specifically aiming at the interdisciplinary education of pre-service teachers in collaboration with human-computer interaction students. The students' overarching goal is the interdisciplinary realization and integration of VR/AR learning environments in teaching and learning concepts. To assist this approach, we developed a specific tutorial guiding the developmental process. We evaluate and validate the effectiveness of the overall pedagogical concept by analyzing the change in attitudes regarding 1) the use of VR/AR for educational purposes and in competencies and content knowledge regarding 2) media didactics and 3) technology. Our results indicate a significant improvement in the knowledge of media didactics and technology. We further report on four STEM learning environments that have been developed during the seminar.}, language = {en} } @phdthesis{Tiede2020, author = {Tiede, Jennifer}, title = {Media-related Educational Competencies of German and US Preservice Teachers. A Comparative Analysis of Competency Models, Measurements and Practices of Advancement}, series = {Zeitschrift f{\"u}r Medienp{\"a}dagogik}, volume = {Media-related Educational Competencies}, journal = {Zeitschrift f{\"u}r Medienp{\"a}dagogik}, issn = {1424-3636}, doi = {10.21240/mpaed/diss.jt.X}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-207093}, school = {Universit{\"a}t W{\"u}rzburg}, pages = {1-235}, year = {2020}, abstract = {Media have become omnipresent in children's and youths' everyday lives, and they also offer rich chances and challenges for educational contexts. On the one hand, media can, for example, support students' learning effectively, enhance lessons with innovative tools and methods and help individualize teaching and learning processes. On the other hand, students need to learn, e.g., how to use these media, how to select and evaluate them and how to act responsibly in a digitalized and mediatized world. Teachers are a core stakeholder in this context. To take advantage of the benefits media offer for teaching and learning processes, to support students in the acquisition of respective competencies and to fulfill numerous other media-related tasks and challenges, teachers need to acquire respective competencies in their initial teacher education, which can be summarized as media-related educational competencies. The relevance of these competencies is evident on different levels. In related research, respective competency models are developed, and in practices of teacher education, competencies are measured and efforts are taken to advance the competencies of preservice teachers. Against this background, this semi-cumulative dissertation presents a theory-based and empirical analysis of the competencies in question from a comprehensive and multidimensional perspective. In accordance with the central aspects outlined, the three systematic main fields focused on are models of media-related educational competencies, their measurement and practices of advancement in teacher education, as well as the interplay of these three fields. The dissertation takes on an international comparative perspective and focuses on the examples of initial teacher education in Germany and the USA. The article-based dissertation comprises three main parts, framed by introduction and conclusion. The introduction provides a basis for the following work with regards to terminology, scope of research and overall methodology. The first main part is concerned with models of media-related educational competencies and includes a theory-based systematic comparison of three relevant models. This part explicates the varieties between competency models, and it discusses central aspects of selection and application. In Part II, methods and varieties of competency measurement are focused on, and an article is presented which shares results of an exploratory quantitative measurement of the respective competencies of German and US preservice teachers. Overall, this part reveals the potential and limitations of competency measurement and transfers these conclusions to the competency models introduced in Part I. Part III is concerned with an analysis of current practices of advancing media-related educational competencies in Germany and the USA. In this context, stakeholders influencing these practices will be systemized and analyzed in their role and impact. The article included in Part III introduces interviews which were conducted to achieve insights into the perspectives of selected experts, regarding relevant models, practices and outcomes of media-related teacher education in Germany and the USA. Finally, the Conclusion of the dissertation will draw together the different strands, clarify the close connection between the domains of modeling, measuring and advancing the competencies in question and discuss the interdependencies of these three dimensions. These perspectives help both to contextualize and bring together important facets which have often been treated separately in related research and will add new facets to ultimately achieve a comprehensive and multifaceted viewpoint. Against the background of the intercultural comparative perspective, the results and findings will ultimately achieve an enhanced and deep analysis and reflection on the complex field of media-related educational competencies in Germany and the USA and beyond.}, subject = {Medienp{\"a}dagogik}, language = {en} } @article{TiedeGrafe2016, author = {Tiede, Jennifer and Grafe, Silke}, title = {Media Pedagogy in German and US Teacher Education}, series = {Communicar}, volume = {XXIV}, journal = {Communicar}, number = {49}, doi = {10.3916/C49-2016-02}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-162600}, pages = {19-28}, year = {2016}, abstract = {Varios estudios de investigaci{\´o}n y de pr{\´a}ctica llegan a la conclusi{\´o}n de que la pedagog{\´i}a de los medios debe integrarse en la formaci{\´o}n de profesores para que estos futuros docentes puedan utilizar los medios de comunicaci{\´o}n en sus clases con eficacia y {\´e}xito. Sin embargo, estos resultados no se reflejan en los programas universitarios vigentes, de manera que en algunas instituciones los profesores en formaci{\´o}n pueden llegar al t{\´e}rmino de sus estudios sin haber abordado cuestiones de educaci{\´o}n en medios. Para comprender, evaluar y m{\´a}s adelante mejorar la situaci{\´o}n actual de la formaci{\´o}n del profesorado en el {\´a}mbito de la pedagog{\´i}a de los medios se necesitan extensas investigaciones. Teniendo en cuenta esta situaci{\´o}n, el siguiente art{\´i}culo presenta un resumen del «statu quo» de las competencias en pedagog{\´i}a de los medios de los futuros profesores, centr{\´a}ndose en los ejemplos de Alemania y EEUU. Para crear una base presentamos diferentes modelos de competencias pedag{\´o}gicas medi{\´a}ticas de ambos pa{\´i}ses e intentaremos responder a la pregunta si estas competencias son promovidas por los programas de formaci{\´o}n del profesorado. Despu{\´e}s, se describir{\´a}n el m{\´e}todo y resultados seleccionados de un estudio que midi{\´o} las competencias en pedagog{\´i}a de los medios de estudiantes de ambos pa{\´i}ses, estudio basado en un modelo generalizador de competencias pedag{\´o}gicas medi{\´a}ticas que conectan la investigaci{\´o}n alemana e internacional en este campo. La perspectiva internacional comparada ayuda a extender perspectivas y comprender diferencias y similitudes. Los datos de este estudio sirven para identificar diferentes formas de integrar la pedagog{\´i}a de los medios de comunicaci{\´o}n en la formaci{\´o}n del profesorado. Adem{\´a}s, se pueden sacar conclusiones sobre las consecuencias que implican estos procesos para profesores en formaci{\´o}n y sus competencias medi{\´a}ticas.}, language = {en} } @article{ConzelmannReifJacobetal.2012, author = {Conzelmann, Annette and Reif, Andreas and Jacob, Christian and Weyers, Peter and Lesch, Klaus-Peter and Lutz, Beat and Pauli, Paul}, title = {A polymorphism in the gene of the endocannabinoid-degrading enzyme FAAH (FAAH C385A) is associated with emotional-motivational reactivity}, series = {Psychopharmacology}, volume = {224}, journal = {Psychopharmacology}, number = {4}, doi = {10.1007/s00213-012-2785-y}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-129936}, pages = {573-579}, year = {2012}, abstract = {Rationale The endocannabinoid (eCB) system is implicated in several psychiatric disorders. Investigating emotional-motivational dysfunctions as underlying mechanisms, a study in humans revealed that in the C385A polymorphism of the fatty acid amide hydrolase (FAAH), the degrading enzyme of the eCB anandamide (AEA), A carriers, who are characterized by increased signaling of AEA as compared to C/C carriers, exhibited reduced brain reactivity towards unpleasant faces and enhanced reactivity towards reward. However, the association of eCB system with emotional-motivational reactivity is complex and bidirectional due to upcoming compensatory processes. Objectives Therefore, we further investigated the relationship of the FAAH polymorphism and emotional-motivational reactivity in humans. Methods We assessed the affect-modulated startle, and ratings of valence and arousal in response to higher arousing pleasant, neutral, and unpleasant pictures in 67 FAAH C385A C/C carriers and 45 A carriers. Results Contrarily to the previous functional MRI study, A carriers compared to C/C carriers exhibited an increased startle potentiation and therefore emotional responsiveness towards unpleasant picture stimuli and reduced startle inhibition indicating reduced emotional reactivity in response to pleasant pictures, while both groups did not differ in ratings of arousal and valence. Conclusions Our findings emphasize the bidirectionality and thorough examination of the eCB system's impact on emotional reactivity as a central endophenotype underlying various psychiatric disorders.}, language = {en} }