1,720,964 research outputs found
‹Double bind› Phenomena in Further Education of Teachers at Vocational Schools in the Context of Digitalization: An Analysis by means of Cultural-Historical Activity Theory (CHAT)
No full textDigitalisierung stellt Lehrkräfte beruflicher Schulen vor vielfältige neue Herausforderungen. Zum Erhalt ihrer Professionalisierung müssen sie sich laufend fortbilden, wollen sie die Qualität des Unterrichts sicherstellen. Studien zeigen, dass die Erfolgserwartungen an Fortbildungen (FB) von Lehrkräften insbesondere im Hinblick auf das Potenzial digitaler Medien noch nicht voll ausgeschöpft sind. Dies scheint mit vielfältigen administrativen und gesetzlichen Vorgaben, mit dem Wirken unterschiedlicher Akteure sowie funktionalen Zuständigkeiten zu korrespondieren. Somit ist die Professionalisierung der Lehrkräfte nicht nur von ihren individuellen Entscheidungen, sondern auch von denen anderer Akteure und den dabei auftretenden Interaktionen abhängig. Dabei kommt es nicht selten zu Spannungen auch in der Form von ‹Double Bind›-Phänomenen, die sich nur in einem grösseren Systemkontext identifizieren, verbalisieren, interpretieren, aufbrechen und lösen lassen. In dieser Studie zeichnen wir die Struktur und Interaktionen der Akteure der FB für Lehrkräfte an beruflichen Schulen mittels der Kulturhistorischen Tätigkeitstheorie sowie aktueller Forschungsergebnisse nach, verorten darin die in einer Interviewstudie mit 46 Lehrkräften wahrgenommenen Interaktionen und analysieren diese im Hinblick auf ‹Double Bind›-Phänomene. Die Ergebnisse zeigen, dass Lehrkräfte im Rahmen ihrer FB mit kritischen Entscheidungen i. S. v. ‹Double Binds› konfrontiert sind, sowohl auf struktureller Ebene als auch im Hinblick auf ihr Professionsverständnis wie auch auf einstellungs- und interessensbezogene Aspekte.Digitalization confronts teachers in vocational education and training (VET) with a variety of new challenges. In order to maintain their professionalism, they must undergo ongoing training and development to ensure their quality of teaching. Studies show that further education (FE) of teachers have not yet fully exploited their potential. This seems to correspond to a wide range of administrative and legal requirements, to the actions of different actors, and to functional responsibilities. Hence, the professionalization of teachers depends not only on their individual decisions, but also on those of other actors and the interactions that occur in this process. Not seldom tensions arise, also as ‹double bind› phenomena. These can only be identified, verbalized, interpreted, broken down, and resolved in a larger system context. Here, we trace the structure and interactions within FE in VET using Cultural-Historical Activity Theory (CHAT) and current research findings. Herein, we situate the interactions perceived by 46 VET-teachers and analyze them in terms of ‹double bind› phenomena. The results of this interview study show that teachers are confronted with critical decisions in the sense of ‹double binds›, both on a structural level as well as with regard to their professional understanding or even attitude- and interest-related aspects
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Kompetenzen in digitalisierten kaufmännischen Arbeitsplatzsituationen - Eine vergleichende Perspektive von Ausbildenden und Lehrenden
No full textKompetenzen in digitalisierten kaufmännischen Arbeitsplatzsituationen - Eine vergleichende Perspektive von Ausbildenden und Lehrenden
No full text
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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