TY - JOUR A1 - Then, Daniel A1 - Pohlmann-Rother, Sanna T1 - Adaptivity in the inclusive transition to school JF - Frontiers in Education N2 - 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. KW - adaptivity KW - adjustment KW - transition KW - preschool KW - school KW - inclusion Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-354256 SN - 2504-284X VL - 8 ER - TY - THES A1 - Staab, Monika T1 - International Teaching and Learning Settings in the Academic Professionalisation of Adult Education : An International and Comparative Study T2 - Studies on Adult Learning and Education ; 18 N2 - 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 Würzburg (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. N2 - Die akademische Ausbildung wird als ein wichtiger Ort für die Professiona- litätsentwicklung von (zukünftigen) Erwachsenenbildner*innen angesehen. Da Wissenschaft, Forschung und Praxis der Erwachsenenbildung eng mit globalen und internationalen Entwicklungen verflochten sind, lässt sich an Studiengänge der Erwachsenenbildung der Bedarf herantragen, ihre Studierenden auf diese Verflechtungen vorzubereiten. Dies kann im Kontext internationaler Lehr- und Lernsettings untersucht werden, die internationale, interkulturelle oder globale Perspektiven in Lehre und Lernen integrieren und Teil der Internationalisie- rungsbemühungen der Hochschulbildung sind. Im Fokus dieser internationalen und vergleichenden Studie steht die Frage, wie internationale Lehr- und Lern- settings zur akademischen Professionalisierung in der Erwachsenenbildung in drei Masterstudiengängen mit Schwerpunkt Erwachsenenbildung an der Uni- versität Würzburg (Deutschland), der Universität Belgrad (Serbien) und der Universität Florenz (Italien) beitragen. Es werden internationale Lehr- und Lernsettings auf der strukturellen und der individuellen Ebene akademischer Professionalisierung untersucht. Ziel ist die Eruierung der Bereitstellung von internationalen Lehr- und Lernsettings in den Masterstudiengängen einerseits, sowie die Analyse des Beitrags internatio- naler Lehr- und Lernsettings zur Professionalitätsentwicklung von Studierenden andererseits. Hierzu werden drei Fokusgruppeninterviews mit Studiengangslei- tenden, (akademischem) Personal und Studierenden sowie 22 Leitfadeninter- views mit Absolvent*innen an den drei Hochschulstandorten erhoben und in einem internationalen und vergleichenden Studiendesign analysiert. Die Studie zeigt Gemeinsamkeiten und Unterschiede in den Formen, Rah- menbedingungen und Zielen internationaler Lehr- und Lernsettings zwi- schen den drei Masterstudiengängen auf. Es werden übergreifende Kontexte erkennbar, die die Internationalisierung der Masterstudiengänge leiten (z.B. Bildungs- und Hochschulpolitik, Internationalisierung der Universität, Pro- grammstruktur). Die Triangulation der Interviewdaten der Absolvent*innen zeigt, dass das internationale Umfeld, das strukturelle Arrangement und der Praxisbezug der internationalen Lehr- und Lernsettings die Professionalitäts- entwicklung der Absolvent*innen unterstützen. Die Ergebnisse unterstreichen die Relevanz internationaler Lehr- und Lernsettings für die Professionalitäts- entwicklung in der Erwachsenenbildung und verweisen auf die Anforderung an eine systematische und umfassende Internationalisierung von Studiengängen der Erwachsenenbildung. N2 - L’educazione accademica è considerata un luogo importante per lo sviluppo della professionalità dei (futuri) educatori degli adulti. Poiché il mondo accade- mico, la ricerca e la pratica dell’educazione degli adulti sono strettamente inter- connessi con gli sviluppi globali e internazionali, è necessario che i programmi di educazione degli adulti preparino i loro studenti a queste interconnessioni. Questo può essere esaminato nei contesti internazionali di insegnamento e ap- prendimento che integrano prospettive internazionali, interculturali o globali nell’insegnamento e nell’apprendimento e fanno parte dell’impegno di inter- nazionalizzazione dell’istruzione superiore. Questo studio internazionale e comparativo si concentra sul modo in cui i contesti internazionali di insegna- mento e apprendimento contribuiscono alla professionalizzazione accademica nell’educazione degli adulti in tre programmi di master incentrati sull’educa- zione degli adulti presso l’Università di Würzburg (Germania), l’Università di Belgrado (Serbia) e l’Università di Firenze (Italia). I contesti internazionali di insegnamento e apprendimento sono esaminati a livello strutturale e individuale della professionalizzazione accademica. L’o- biettivo è esplorare l’offerta di contesti internazionali di insegnamento e ap- prendimento nei programmi di master, da un lato, e analizzare il contributo dei contesti internazionali di insegnamento e apprendimento allo sviluppo della professionalità degli studenti, dall’altro. A tal fine, sono state raccolte e analiz- zate tre focus group con responsabili di programma, personale (accademico) e studenti, nonché 22 interviste guidate a laureati nelle tre sedi universitarie, se- condo un disegno di studio internazionale e comparativo. Lo studio rivela somiglianze e differenze nelle forme, nelle condizioni quadro e negli obiettivi dei contesti internazionali di insegnamento e apprendimento tra i tre programmi di master. I contesti generali che guidano l’internaziona- lizzazione dei programmi di master diventano evidenti (ad esempio, la politica dell’istruzione e dell’istruzione superiore, l’internazionalizzazione dell’uni- versità, la struttura del programma). La triangolazione dei dati delle interviste con i laureati mostra che l’ambiente internazionale, l’assetto strutturale e la ri- levanza pratica dei contesti internazionali di insegnamento e apprendimento sostengono lo sviluppo della professionalità dei laureati. I risultati sottolinea- no l’importanza dei contesti internazionali di insegnamento e apprendimento per lo sviluppo della professionalità nell’educazione degli adulti e indicano la necessità di un’internazionalizzazione sistematica e completa dei programmi di educazione degli adulti. KW - Erwachsenenbildung KW - Professionalisierung KW - Academic Professionalisation KW - Adult Education KW - Learning Settings Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-359613 SN - 979-12-215-0287-9 N1 - erscheint auch als gedruckte Ausgabe im Verlag "Firneze University Press", ISBN 979-12-215-0286-2 PB - Firenze University Press CY - Firenze ER - TY - CHAP A1 - Förster, Kristina A1 - Grafe, Silke ED - Langran, Elizabeth ED - Christensen, Peter ED - Sanson, Jarrod T1 - Fostering Teacher Educators’ Intercultural Media-Related Competencies Using a Social VR Environment T2 - Proceedings of Society for Information Technology & Teacher Education International Conference N2 - 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. KW - Interkulturelles Lernen KW - Lehrerbildung KW - Virtuelle Realität KW - Medienkompetenz KW - Interkulturelle Kompetenz KW - TETC KW - Social Virtual Reality Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-322310 UR - https://www.learntechlib.org/p/221901/ ER - TY - THES A1 - Ripka, Gabriela T1 - 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 T1 - Förderung der Entwicklung von TPACK bei angehenden Lehrern in sozialer virtueller Realität - praxis- und theorieorientierte Entwicklung und Evaluation eines pädagogischen Konzepts für die Lehrerausbildung N2 - 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. N2 - Die tägliche und mittlerweile selbstverständliche Nutzung digitaler Medien durch Kinder und Jugendliche bietet neue Möglichkeiten für Partizipation, Kommunikation und Kollaboration. Um dieses Potenzial jedoch voll ausschöpfen zu können und junge Menschen auf die Risiken und Herausforderungen der Mediennutzung vorzubereiten, ist es eine wichtige Aufgabe, die digitalisierungsbezogenen Kompetenzen von Schülern und Lehrern gezielt zu fördern. Um dieser Aufgabe nachkommen zu können, besteht die Notwendigkeit der Öffnung der Lehrerbildung für innovative pädagogische Konzepte für die Hochschullehre, die neue Technologien reflektieren und handlungsorientiert für eine Kompetenzförderung berücksichtigen. Ziel dieser Arbeit ist es daher, das Professionswissen TPACK zukünftiger Lehrkräfte zu fördern, damit diese social Virtual Reality (social VR) handlungsorientiert in den Schulunterricht integrieren können. Dazu werden im Rahmen von vier konsekutiven Studien, einem Design-Based Research Ansatz folgend, ein Lehrkonzept für die Lehrerbildung entwickelt und in einem iterativen Forschungs- und Entwicklungsprozess evaluiert. In der ersten Studie werden die Anforderungen von Lehrern und Schülern für den effektiven Einsatz von Social VR im Unterricht analysiert. Die zweite Studie untersucht, wie angehende Lehrer das Lehren und Lernen in zwei theoriebasierten Szenarien in Social VR wahrnehmen. Die dritte Studie untersucht die Entwicklung des Technologisch-Pädagogischen Content-Knowledge (TPACK) bei Schülern in Social VR im Vergleich zur Video-basierten Kommunikation. Schließlich wird in der vierten Studie die Entwicklung von TPACK in social VR unter Verwendung von epistemischer Netzwerkanalyse gemessen. Es zeigt sich, dass social VR ein effektives Werkzeug für die Lehrerausbildung sein kann und betont die Bedeutung authentischer Kontexte und praktischer Erfahrungen für effektives Lehren in social VR. Im Schlusskapitel werden aus den Erkenntnissen relevante Implikationen für Forschung und Praxis in der Lehrerbildung abgeleitet. Beispielsweise könnte ein tieferes Verständnis von TPACK als metakognitives Bewusstsein die Lehrerausbildung für die Integration von Medien verbessern. Es betont auch die Notwendigkeit digitaler Kompetenz in Seminaren, die sich mit neuen Technologien befassen, und betont die Bedeutung der Berücksichtigung von moralischen Werten und Nachhaltigkeit bei der Verwendung von VR. KW - Medienpädagogik KW - Lehrerbildung KW - Virtuelle Realität KW - Pädagogik KW - Social Virtual Reality KW - TPACK KW - Pre-service Teachers KW - Design-Based-Research KW - Epistemic Network Analysis KW - Erziehungswissenschaften Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-312913 ER - TY - CHAP A1 - Förster, Kristina A1 - Hein, Rebecca A1 - Grafe, Silke A1 - Latoschik, Marc Erich A1 - Wienrich, Carolin ED - Basteans, Theo T1 - Fostering Intercultural Competencies in Initial Teacher Education: Implementation of Educational Design Prototypes Using a Social Virtual Reality Environment T2 - Proceedings of Innovate Learning Summit N2 - 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. KW - Interkulturelles Lernen KW - Lehrerbildung KW - Virtuelle Realität KW - Medienkompetenz KW - International Comparative Research KW - TETCs Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-260586 UR - https://www.learntechlib.org/primary/p/220276/ ER - TY - CHAP A1 - Förster, Kristina A1 - Grafe, Silke T1 - ICT-related Educational Competencies of Teacher Educators from an Intercultural Perspective. A Systematic Analysis of Competency Frameworks T2 - Proceedings of Society for Information Technology & Teacher Education International Conference N2 - 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. KW - Interkulturelles Lernen KW - Lehrerbildung KW - Medienkompetenz KW - International Comparative Research KW - TETCs KW - DigCompEdu KW - Media Didactica KW - Digital Capabilities Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-260577 UR - https://www.learntechlib.org/p/219321/ ER - TY - JOUR A1 - Oberdörfer, Sebastian A1 - Birnstiel, Sandra A1 - Latoschik, Marc Erich A1 - Grafe, Silke T1 - Mutual Benefits: Interdisciplinary Education of Pre-Service Teachers and HCI Students in VR/AR Learning Environment Design JF - Frontiers in Education N2 - 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. KW - interdisciplinary education KW - virtual reality KW - augmented reality KW - serious games KW - learning environments KW - teacher education Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-241612 SN - 2504-284X VL - 6 ER - TY - THES A1 - Tiede, Jennifer T1 - Media-related Educational Competencies of German and US Preservice Teachers. A Comparative Analysis of Competency Models, Measurements and Practices of Advancement T1 - Die medienbezogenen pädagogischen Kompetenzen deutscher und US-amerikanischer Lehramtsstudierender. Eine vergleichende Analyse von Kompetenz-modellen, Kompetenzmessungen und Praktiken der Kompetenzförderung. T2 - Zeitschrift für Medienpädagogik N2 - 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. N2 - Medien sind in den Lebenswelten heutiger Kinder und Jugendlicher allgegenwärtig, und auch für pädagogische Kontexte bieten sie vielfältige Chancen, aber auch Herausforderungen. Einerseits können Medien beispielsweise effektiv die Lernprozesse von Schülerinnen und Schülern unterstützen, Unterricht um innovative Instrumente und Methoden ergänzen und zur Individualisierung von Lehr- und Lernprozessen beitragen. Andererseits müssen Schülerinnen und Schüler beispielsweise lernen, wie sie diese Medien nutzen, wie sie sie auswählen und einschätzen und wie sie in einer digitalisierten Welt verantwortungsvoll handeln. Lehrerinnen und Lehrern kommt dabei eine zentrale Rolle zu. Um die Vorteile, die Medien für Lehr- und Lernprozesse bieten, nutzen zu können, um Schülerinnen und Schüler beim Erwerb entsprechender Fähigkeiten und Kompetenzen unterstützen zu können und um zahlreiche weitere medienbezogene Aufgaben und Herausforderungen bewältigen zu können, müssen Lehrerinnen und Lehrer bereits im Studium entsprechende Kompetenzen erwerben, die als medienbezogene pädagogische Kompetenzen [media-related educational competencies] bezeichnet werden können. Die Relevanz dieser Kompetenzen zeigt sich auf verschiedenen Ebenen. In der Wissenschaft werden entsprechende Kompetenzmodelle entwickelt, und in der Praxis der Lehrerbildung werden Kompetenzen gemessen und es werden Anstrengungen unternommen, um die Kompetenzen von Lehramtsstudierenden zu fördern. Vor diesem Hintergrund stellt diese teilkumulative Dissertation eine theoriebasierte und empirische Untersuchung der betroffenen Kompetenzen aus einer umfassenden und vielschichtigen Perspektive vor. In Übereinstimmung mit den skizzierten zentralen Aspekten sind die drei systematischen Kernfelder Modelle medienbezogener pädagogischer Kompetenzen, ihre Messung und Praktiken der Förderung im Lehramtsstudium, sowie das Zusammenspiel dieser drei Felder. Es wird eine international vergleichende Perspektive eingenommen, die beispielhaft die Lehrerbildung in Deutschland und den USA in den Blick nimmt. Die teilkumulative Dissertation umfasst drei Hauptteile, die durch eine Einleitung und ein Schlusskapitel gerahmt werden. Die Einleitung stellt in Hinblick auf Terminologie, Forschungsabsicht und die grundlegende Methodik eine Grundlage für das folgende Werk dar. Im ersten Hauptteil werden Modelle medienbezogener pädagogischer Kompetenzen behandelt und ein theoriebasierter systematischer Vergleich dreier relevanter Modelle wird vorgestellt. So werden die Unterschiede zwischen Kompetenzmodellen verdeutlicht und zentrale Aspekte der Auswahl und des Einsatzes diskutiert. Im zweiten Teil werden Methoden und unterschiedliche Möglichkeiten der Kompetenzmessung fokussiert, und in einer veröffentlichten Studie werden Ergebnisse einer explorativen quantitativen Messung der entsprechenden Kompetenzen bei deutschen und US-amerikanischen Lehramtsstudierenden vorgestellt. Insgesamt werden in diesem Teil die Möglichkeiten und Einschränkungen der Kompetenzmessung aufgezeigt und auf die Modelle übertragen, die im ersten Teil eingeführt wurden. Im dritten Teil werden gegenwärtige Praktiken der Förderung medienbezogener pädagogischer Kompetenzen in Deutschland und den USA analysiert. In diesem Zusammenhang werden auch Parteien und Interessengruppen, die einen Einfluss auf diese Praktiken ausüben, hinsichtlich ihrer Rolle und ihres Einflusses systematisiert und analysiert. Die veröffentlichte Studie in diesem Teil stellt Experteninterviews vor, deren Ziel es ist, einen Einblick in die Perspektiven ausgewählter Expertinnen und Experten bezüglich relevanter Modelle, Praktiken und Ergebnissen der medienbezogenen Lehramtsausbildung in Deutschland und den USA zu erlangen. Am Ende werden im Abschlusskapitel die verschiedenen Bereiche zusammengeführt und die enge Verbindung und die gegenseitigen Abhängigkeiten zwischen den Bereichen der Modellierung, der Messung und der Förderung der untersuchten Kompetenzen verdeutlicht und diskutiert. Diese Perspektiven tragen dazu bei, sowohl Dimensionen, die zuvor in der relevanten Forschung oftmals separat behandelt wurden, zu kontextualisieren und zusammenzuführen, als auch neue Facetten hinzuzufügen, um ein umfassendes und mehrperspektivisches Verständnis medienpädagogischer Kompetenzen zu erreichen. Vor dem Hintergrund einer international vergleichenden Sichtweise werden die Ergebnisse und Erkenntnisse schlussendlich zu einer ausführlichen und tiefgehenden Analyse und Reflexion zum komplexen Themengebiet der medienbezogenen pädagogischen Kompetenz in Deutschland und den USA und darüber hinaus führen. KW - Medienpädagogik KW - Deutschland KW - USA KW - Lehramtsstudium KW - International comparative research KW - Competency modeling KW - Competency measurement KW - Competency advancement KW - Erziehungswissenschaft KW - Kompetenzmodell Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-207093 SN - 1424-3636 VL - Media-related Educational Competencies ER - TY - JOUR A1 - Tiede, Jennifer A1 - Grafe, Silke T1 - Media Pedagogy in German and US Teacher Education JF - Communicar N2 - Varios estudios de investigación y de práctica llegan a la conclusión de que la pedagogía de los medios debe integrarse en la formación de profesores para que estos futuros docentes puedan utilizar los medios de comunicación en sus clases con eficacia y éxito. Sin embargo, estos resultados no se reflejan en los programas universitarios vigentes, de manera que en algunas instituciones los profesores en formación pueden llegar al término de sus estudios sin haber abordado cuestiones de educación en medios. Para comprender, evaluar y más adelante mejorar la situación actual de la formación del profesorado en el ámbito de la pedagogía de los medios se necesitan extensas investigaciones. Teniendo en cuenta esta situación, el siguiente artículo presenta un resumen del «statu quo» de las competencias en pedagogía de los medios de los futuros profesores, centrándose en los ejemplos de Alemania y EEUU. Para crear una base presentamos diferentes modelos de competencias pedagógicas mediáticas de ambos países e intentaremos responder a la pregunta si estas competencias son promovidas por los programas de formación del profesorado. Después, se describirán el método y resultados seleccionados de un estudio que midió las competencias en pedagogía de los medios de estudiantes de ambos países, estudio basado en un modelo generalizador de competencias pedagógicas mediáticas que conectan la investigación 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 pedagogía de los medios de comunicación en la formación del profesorado. Además, se pueden sacar conclusiones sobre las consecuencias que implican estos procesos para profesores en formación y sus competencias mediáticas. N2 - Various research works and practitioners conclude that media pedagogy should be integrated in teacher education in order to enable future teachers to use media for their lessons effectively and successfully. However, this realization is not necessarily reflected in actual university curricula, as preservice teachers at some places can still finish their studies without ever dealing with media pedagogical issues. To understand, assess and eventually improve the status of media pedagogical teacher education, comprehensive research is required. Against this background, the following article seeks to present a theory-based and empirical overview of the status quo of preservice teachers’ pedagogical media competencies focusing Germany and the USA exemplarily. To form a basis, different models of pedagogical media competencies from both countries will be introduced and the extent to which these competencies have become part of teacher education programs and related studies will be summarised. Afterwards, method and selected results of a study will be described where the skills in question were measured with students from both countries, based on a comprehensive model of pedagogical media competencies that connects German and international research in this field. The international comparative perspective will help broaden the viewpoint and understand differences, but also similarities. These data serve to identify different ways of integrating media pedagogy into teacher training and draw conclusions on the consequences these processes entail for preservice teachers and their pedagogical media competencies. T2 - Pedagogía mediática en la formación de profesores de Alemania y EEUU KW - enseñanzapor por competencias KW - currículum KW - análisis transnacional KW - investigación de currículo universitario KW - currículo de la educación en medios KW - alfabetización mediática KW - educación en medios KW - pedagogía KW - formación de profesorado KW - investigación KW - media literacy KW - media education KW - pedagogy KW - preservice teacher education KW - competency based teaching KW - curricula KW - research KW - crossnational analysis Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-162600 VL - XXIV IS - 49 ER - TY - JOUR A1 - Conzelmann, Annette A1 - Reif, Andreas A1 - Jacob, Christian A1 - Weyers, Peter A1 - Lesch, Klaus-Peter A1 - Lutz, Beat A1 - Pauli, Paul T1 - A polymorphism in the gene of the endocannabinoid-degrading enzyme FAAH (FAAH C385A) is associated with emotional–motivational reactivity JF - Psychopharmacology N2 - 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. KW - startle reflex KW - FAAH KW - genetics KW - endocannabinoid KW - emotion Y1 - 2012 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-129936 VL - 224 IS - 4 ER -