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Textile Produkte kooperativ entwickeln: Durch dialog- und prozessorientiertes Lernen fachspezifische Kompetenzen fördern
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The Genesis of Welfare Regime Theory
No full textThis chapter provides an overview of the development of the welfare regime theory, starting with Richard Titmuss’ work and Esping-Andersen’s seminal work The Three Worlds of Welfare Capitalism, which soon became a modern classic. The origin of welfare regime theory can be traced back to the work of Titmuss, whose main focus was the analysis of the redistributive capacities of states. The main blindspot in the original welfare state regime theory by Esping-Andersen was its lack of acknowledgment that the role of gender and women play in the provision of welfare, as historically decommodification is primarily applied to the male breadwinner. Clare Bambra’s analysis of the policy domain of health care, based on a health care decommodification index, identified some similarities with the welfare regime classification of Esping-Andersen. Italy was the only Mediterranean country included in Esping-Andersen’s original analysis and fell into the conservative welfare state regime cluste
Die Einbindung von Laien in eine Interventionsstudie: Unterscheiden sich Eltern und Lesecoachs?
No full text„Mensch, jetzt begreif es doch endlich mal!“. Anlässe für Streit wegen Hausaufgaben aus Kind- und aus Elternperspektive
No full textDie Studie geht auf der Basis einer quantitativen (N=453 Kinder, N=367 Eltern) und einer qualitativen Befragung (N=26 Kinder, N=26 Eltern) den Fragen nach, welche spezifischen Anlässe nach Angaben der Eltern und Kinder zu Streit während der Hausaufgabensituation führen und ob sich die Wahrnehmung der Eltern dabei von derjenigen der Kinder unterscheidet. Es wurden verschiedene Quellen für Streit gefunden: Erstens berichteten sowohl Eltern als auch Kinder von Anlässen mit Ursache beim Kind. Am häufigsten wurde diesbezüglich genannt, dass das Kind die Hausaufgaben zu wenig ordentlich erledige. Zweitens wurden Anlässe mit Ursache bei den Eltern aufgeführt. Der am häufigsten genannte Anlass besteht darin, dass die Eltern einen Inhalt anders erklären, als es das Kind aus der Schule gewohnt ist. Drittens wurden Rahmenbedingungen der Hausaufgabensituation als Anlässe für Streit genannt. Am häufigsten wurde hier beschrieben, dass sich Eltern und Kind unabhängig von den Hausaufgaben gestresst fühlten und sich dies auf die Hausaufgabensituation übertrage. Zudem zeigte sich in der quantitativen und in der qualitativen Befragung, dass sich die Wahrnehmung der Eltern in zentralen Aspekten grundlegend von derjenigen des Kindes unterschied
Stress im Berufsalltag von Lehrpersonen.
No full textStress im Lehrberuf verursacht Burnouts und führt zu einem verfrühten Berufsausstieg. Eine Studie der PHBern zeigt, dass Lehrpersonen an Arbeitstagen nicht nur psychisch deutlich mehr Stress erleben als an freien Tagen, sondern auch körperlich auf die erhöhten Anforderungen des Arbeitsalltags reagieren
Is Teaching Less Challenging for Career Switchers? First and Second Career Teachers’ Appraisal of Professional Challenges and Their Intention to Leave Teaching
Get PDFTeacher attrition is a major problem in many countries. One possible and widely spread counter measure is to recruit persons from other occupational fields to become teachers. Although the existent literature suggests that second career teachers (SCT) have additional resources compared to first career teachers (FCT), empirical data are still scarce on whether SCT are able to transfer prior skills and knowledge into teaching, how this affects the way they deal with professional demands, as well as their intentions to stay in their new profession. On this basis, the present study explores whether FCT and SCT differ in how challenged they feel by typical professional demands associated with teaching, and in what way their challenge appraisals are relevant for the intention to leave the profession. A questionnaire survey was conducted with a sample of 297 teachers, comprising 193 FCT and 104 SCT. Both groups had had regular teacher training, resulting in a full teacher diploma. Professional demands associated with student learning and assessment were rated as most challenging, whereas classroom management, establishing a professional role and cooperation with colleagues were perceived as less challenging. A group difference was found in professional demands concerning student learning and assessment, where SCT felt less challenged than FCT. Also, SCT were more intent to stay in the teaching profession. Further analyses showed that both group differences are mainly attributable to the higher proportion of male teachers among SCT, as well as to their higher general self-efficacy beliefs. Both career background and the degree to which the teachers felt challenged in their job played a subordinate role for the intention to leave the teaching profession. The findings indicate that SCTs’ background as career switchers might be less important for coping with specific professional demands than the existent research literature implies. On the other hand, they indicate that SCT feel nearly as challenged when starting to teach as traditional teachers, and may have the same needs for good teacher induction
