uni-leipzig-open-access/json/s11618-023-01189-1

{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2023,11,4]],"date-time":"2023-11-04T00:22:40Z","timestamp":1699057360435},"reference-count":75,"publisher":"Springer Science and Business Media LLC","issue":"5","license":[{"start":{"date-parts":[[2023,9,4]],"date-time":"2023-09-04T00:00:00Z","timestamp":1693785600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2023,9,4]],"date-time":"2023-09-04T00:00:00Z","timestamp":1693785600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"funder":[{"name":"BMBF","award":["01JA1807"]},{"DOI":"10.13039\/100012325","name":"Bergische Universit\u00e4t Wuppertal","doi-asserted-by":"crossref"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Z Erziehungswiss"],"published-print":{"date-parts":[[2023,10]]},"abstract":"<jats:title>Zusammenfassung<\/jats:title><jats:p>Die Reflexion \u00fcber p\u00e4dagogische Situationen gilt als eine wesentliche Voraussetzung f\u00fcr die Entwicklung von Professionalit\u00e4t und stellt eine M\u00f6glichkeit dar, wissenschaftliches Wissen mit praktischem Handeln zu verbinden. Die Entwicklung von Reflexionskompetenz stellt somit eine zentrale Herausforderung f\u00fcr die Lehrkr\u00e4ftebildung dar\u00a0\u2013 gerade in Praxisphasen. Im vorliegenden Beitrag besch\u00e4ftigen wir uns mit der Frage, inwiefern sich Instruktionen wie Prompts und Feedback durch die Dozierenden auf die Reflexionskompetenz von Studierenden auswirken. Dazu untersuchen wir in einem clusterrandomisierten Design die reflexive Auseinandersetzung von 187 Studierenden mit einer p\u00e4dagogischen Standardsituation. Dabei vergleichen wir Studierende, die Prompts erhalten bzw. zus\u00e4tzliches leitfadengest\u00fctztes Feedback bekommen, mit Studierenden ohne Prompts und Feedback. Bei der reflexiven Auseinandersetzung differenzieren wir zwischen einer inhaltlichen Dimension, die das verwendete Themenspektrum sowie die Nutzung von wissenschaftlichen Wissensbest\u00e4nden umfasst, zwei Dimensionen von Prozessen, in denen sich die Auseinandersetzung vollzieht und der Reflexivit\u00e4tsdimension, d.\u202fh. inwiefern die Komplexit\u00e4t p\u00e4dagogischer Situationen anerkannt und kritisch reflektiert wird oder Statements eher unterkomplex und als eindeutig pr\u00e4sentiert werden. In vier MANCOVAs kann gezeigt werden, dass die in dieser Studie eingesetzten Prompts Studierende dazu anregen k\u00f6nnen, mehr Theorien zu beschreiben und mehr Deutungen vorzunehmen. Das zus\u00e4tzliche Feedback f\u00fchrt dazu, dass Studierende mehr Konsequenzen f\u00fcr ihre eigene Professionalit\u00e4t ziehen und insgesamt mehr Prozesse nutzen als Studierende in den beiden Vergleichsgruppen. Die Ergebnisse werden vor dem Hintergrund der aktuellen Forschung zur Reflexion im Lehramtsstudium diskutiert.<\/jats:p>","DOI":"10.1007\/s11618-023-01189-1","type":"journal-article","created":{"date-parts":[[2023,9,4]],"date-time":"2023-09-04T12:02:27Z","timestamp":1693828947000},"page":"1189-1211","update-policy":"http:\/\/dx.doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Wie gelingt die Anregung von Reflexion \u00fcber p\u00e4dagogische Situationen unter Nutzung bildungswissenschaftlicher Wissensbest\u00e4nde? Die Bedeutung von Prompts und Feedback","How to activate reflection on pedagogical situations when using educational knowledge? 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