Um studentisches Lernen optimal zu unterstutzen, ist das gezielte Entwickeln guter Fragen entscheidend. Lehrenden fallt es erfahrungsgemas oft schwer, Fragen zu entwickeln, die spezifische Denkprozesse bei den Studierenden anregen, da der Prozess der Fragenerstellung oftmals vorrangig durch die erwunschten Themen getrieben und erst im zweiten Schritt an bestimmte Lernzielniveaus angepasst wird. So entstehen dann beispielsweise Fragen, mit denen Lehrende glauben, die Analysefahigkeit der Studierenden zu uben oder abzufragen, die aber stattdessen nur auf die Anwendungsfahigkeit zielen. Wir stellen ein Werkzeug vor, das, auf der durch ANDERSON & KRATHWOHL (2001) uberarbeiteten Version von BLOOMs (1956) Lernzieltaxonomie basierend, Lehrende darin unterstutzt, ihre eigenen Fragen objektiv auf die angeregten Denkprozesse und Arten des Wissens hin einzuordnen, zu modifizieren oder gezielt zu erstellen. 30.09.2016 | Mirjam Sophia Glessmer & Timo Luth (Hamburg)
{"title":"Lernzieltaxonomische Klassifizierung und gezielte Gestaltung von Fragen","authors":"M. Gleßmer, T. Lüth","doi":"10.3217/ZFHE-11-05/12","DOIUrl":"https://doi.org/10.3217/ZFHE-11-05/12","url":null,"abstract":"Um studentisches Lernen optimal zu unterstutzen, ist das gezielte Entwickeln guter Fragen entscheidend. Lehrenden fallt es erfahrungsgemas oft schwer, Fragen zu entwickeln, die spezifische Denkprozesse bei den Studierenden anregen, da der Prozess der Fragenerstellung oftmals vorrangig durch die erwunschten Themen getrieben und erst im zweiten Schritt an bestimmte Lernzielniveaus angepasst wird. So entstehen dann beispielsweise Fragen, mit denen Lehrende glauben, die Analysefahigkeit der Studierenden zu uben oder abzufragen, die aber stattdessen nur auf die Anwendungsfahigkeit zielen. Wir stellen ein Werkzeug vor, das, auf der durch ANDERSON & KRATHWOHL (2001) uberarbeiteten Version von BLOOMs (1956) Lernzieltaxonomie basierend, Lehrende darin unterstutzt, ihre eigenen Fragen objektiv auf die angeregten Denkprozesse und Arten des Wissens hin einzuordnen, zu modifizieren oder gezielt zu erstellen. 30.09.2016 | Mirjam Sophia Glessmer & Timo Luth (Hamburg)","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69563082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pedagogical training is widely regarded as an important tool in academic development and a fundamental element for improving teaching quality. Yet little evidence exists of the real impact that such training has in further developing teachers' teaching conceptions and practices, improving students' learning and in changing the institution’s learning culture in Latin-American universities. The Faculties of Engineering of the Universidad Catolica del Norte (UCN) in Chile have developed a new curricular model and, respectively, a training program aiming to support academics in its implementation. This article presents part of the outcomes of research aimed at examining teachers' motivation towards training, the training's impact on changed conceptions and practices and its transfer potential. Results show that teachers are highly motivated, but no fundamental changes in teachers’ approaches to teaching take place after the program. Challenges to transfer are encountered in the teachers' individual capacity to transfer and in the institutional recognition. 30.09.2016 | Roxana Nora Acosta (City)
{"title":"From discourse to action. ¿How Engineering' university teachers in Chile develop professionally and transfer their learning into practice?","authors":"R. Acosta, Mònica Feixas, C. Quesada-Pallarés","doi":"10.3217/ZFHE-11-05/10","DOIUrl":"https://doi.org/10.3217/ZFHE-11-05/10","url":null,"abstract":"Pedagogical training is widely regarded as an important tool in academic development and a fundamental element for improving teaching quality. Yet little evidence exists of the real impact that such training has in further developing teachers' teaching conceptions and practices, improving students' learning and in changing the institution’s learning culture in Latin-American universities. The Faculties of Engineering of the Universidad Catolica del Norte (UCN) in Chile have developed a new curricular model and, respectively, a training program aiming to support academics in its implementation. This article presents part of the outcomes of research aimed at examining teachers' motivation towards training, the training's impact on changed conceptions and practices and its transfer potential. Results show that teachers are highly motivated, but no fundamental changes in teachers’ approaches to teaching take place after the program. Challenges to transfer are encountered in the teachers' individual capacity to transfer and in the institutional recognition. 30.09.2016 | Roxana Nora Acosta (City)","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"11 1","pages":"163-185"},"PeriodicalIF":0.0,"publicationDate":"2016-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69563072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Project-orientation and management logics in science have fundamentally altered research and scientific careers. This article contributes to ongoing research about early career researchers’ self-definition as ‘24-hour scientists’ and deals with their involvement in processes of self-precarisation. It focuses on qualifying strategies and soft-skills training for scholars. These training programs and advice often encompass so-called key competences for scholars, such as time and self-management. I argue that it is time to redefine the criteria for successfully completing a PhD by breaking with management rhetoric. 30.09.2016 | Sarah Weber (Karlsruhe)
{"title":"Is getting a PhD basically 'project management'? Rethinking qualifying strategies for early career researchers","authors":"Sarah Weber","doi":"10.3217/zfhe-11-05/06","DOIUrl":"https://doi.org/10.3217/zfhe-11-05/06","url":null,"abstract":"Project-orientation and management logics in science have fundamentally altered research and scientific careers. This article contributes to ongoing research about early career researchers’ self-definition as ‘24-hour scientists’ and deals with their involvement in processes of self-precarisation. It focuses on qualifying strategies and soft-skills training for scholars. These training programs and advice often encompass so-called key competences for scholars, such as time and self-management. I argue that it is time to redefine the criteria for successfully completing a PhD by breaking with management rhetoric. 30.09.2016 | Sarah Weber (Karlsruhe)","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69563359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mit der gestiegenen Autonomie hat die Fuhrung in Universitaten an Bedeutung gewonnen. Die Amtsinhaber/innen stehen vor der Herausforderung, die Professorinnen und Professoren durch geeignetes Fuhrungsverhalten im Sinne der ubergeordneten Ziele der Universitat zu lenken. Da die Rektorinnen und Rektoren diesen Fuhrungsbedarf alleine nicht decken konnen, rucken zunehmend die Dekaninnen und Dekane als Fuhrungskrafte auf der mittleren Ebene in den Fokus. Verlassliche Aussagen daruber, welches Fuhrungsverhalten von Dekaninnen und Dekanen bei den Professorinnen und Professoren uberhaupt wirksam ist, konnen jedoch auf dem derzeitigen wissenschaftlichen Erkenntnisstand nicht gemacht werden. Daher wurde die Wirksamkeit transformationaler, transaktionaler und Laissez-faire-Fuhrung in einer Studie mit N = 211 Professorinnen und Professoren deutscher Universitaten untersucht. Die Ergebnisse zeigen starke negative Effekte der Laissez-faire-Fuhrung, wahrend die transaktionale und vor allem die transformationale Fuhrung sich als effektiv erweisen. Die Ergebnisse der Studie werden im Hinblick auf ihre Bedeutung fur die Hochschulpraxis diskutiert. 30.09.2016 | Ewald Scherm & Benedict Jackenkroll (Hagen)
{"title":"(Wie) Sollten Dekaninnen und Dekane in deutschen Universitäten führen? Eine empirische Untersuchung der Wirksamkeit transformationaler, transaktionaler und Laissez-faire-Führung","authors":"E. Scherm, Benedict Jackenkroll","doi":"10.3217/ZFHE-11-05/14","DOIUrl":"https://doi.org/10.3217/ZFHE-11-05/14","url":null,"abstract":"Mit der gestiegenen Autonomie hat die Fuhrung in Universitaten an Bedeutung gewonnen. Die Amtsinhaber/innen stehen vor der Herausforderung, die Professorinnen und Professoren durch geeignetes Fuhrungsverhalten im Sinne der ubergeordneten Ziele der Universitat zu lenken. Da die Rektorinnen und Rektoren diesen Fuhrungsbedarf alleine nicht decken konnen, rucken zunehmend die Dekaninnen und Dekane als Fuhrungskrafte auf der mittleren Ebene in den Fokus. Verlassliche Aussagen daruber, welches Fuhrungsverhalten von Dekaninnen und Dekanen bei den Professorinnen und Professoren uberhaupt wirksam ist, konnen jedoch auf dem derzeitigen wissenschaftlichen Erkenntnisstand nicht gemacht werden. Daher wurde die Wirksamkeit transformationaler, transaktionaler und Laissez-faire-Fuhrung in einer Studie mit N = 211 Professorinnen und Professoren deutscher Universitaten untersucht. Die Ergebnisse zeigen starke negative Effekte der Laissez-faire-Fuhrung, wahrend die transaktionale und vor allem die transformationale Fuhrung sich als effektiv erweisen. Die Ergebnisse der Studie werden im Hinblick auf ihre Bedeutung fur die Hochschulpraxis diskutiert. 30.09.2016 | Ewald Scherm & Benedict Jackenkroll (Hagen)","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69596397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Claude Müller, F. D. Giusto, Sandra M Gross, S. Koruna
When lecturers join a university, they generally possess high-level, domain- specific expertise. In addition, as a result of their education and professional experience, teachers also have good information and communication technology (ICT) competencies. But when examining lecturers' pedagogical skills and knowledge of digital technologies, a completely different picture emerges: Both are often only rudimentary. Plugging these competency gaps is a key goal in the process of socialization and development of new university lecturers. This paper demonstrates how new university lecturers can effectively identify and close these competency gaps – something considered important for the institutionalization of e-learning at universities. To support this process, the School of Management and Law (SML) at the Zurich University of Applied Sciences (ZHAW) has developed the self-evaluation-based online tool, e-Reflection. This tool not only helps to identify competency gaps, it also provides lecturers with advice on how these deficiencies can be rectified effectively. The results are valuable to schools/universities wanting to set up a catalogue of e-learning skills necessary for their lecturers. In addition, we aim to demonstrate how it is possible to manage and support teacher development in order to institutionalize e-learning. 30.09.2016 | Claude Muller, Flavio Di Giusto, Sandra Gross & Stefan Koruna (Zurich)
当讲师加入一所大学时，他们通常拥有高层次的、特定领域的专业知识。此外，由于他们的教育和专业经验，教师也具有良好的信息和通信技术(ICT)能力。但是，当考察讲师的教学技能和数字技术知识时，就会出现一幅完全不同的画面:两者往往都只是初级的。填补这些能力缺口是高校新讲师社会化和发展过程中的关键目标。本文展示了新的大学讲师如何有效地识别和缩小这些能力差距——这对于大学电子学习的制度化至关重要。为了支持这一进程，苏黎世应用科学大学(ZHAW)的管理与法律学院(SML)开发了基于自我评估的在线工具e-Reflection。该工具不仅有助于识别能力差距，还为讲师提供了如何有效纠正这些缺陷的建议。研究结果对想要为讲师建立必要的电子学习技能目录的学校/大学很有价值。此外，我们的目标是展示如何管理和支持教师发展，以使电子学习制度化。30.09.2016 | Claude Muller, Flavio Di Giusto, Sandra Gross & Stefan Koruna(苏黎世)
{"title":"Teaching in the digital age : adaptation and competency development for academics","authors":"Claude Müller, F. D. Giusto, Sandra M Gross, S. Koruna","doi":"10.3217/ZFHE-11-05/11","DOIUrl":"https://doi.org/10.3217/ZFHE-11-05/11","url":null,"abstract":"When lecturers join a university, they generally possess high-level, domain- specific expertise. In addition, as a result of their education and professional experience, teachers also have good information and communication technology (ICT) competencies. But when examining lecturers' pedagogical skills and knowledge of digital technologies, a completely different picture emerges: Both are often only rudimentary. Plugging these competency gaps is a key goal in the process of socialization and development of new university lecturers. This paper demonstrates how new university lecturers can effectively identify and close these competency gaps – something considered important for the institutionalization of e-learning at universities. To support this process, the School of Management and Law (SML) at the Zurich University of Applied Sciences (ZHAW) has developed the self-evaluation-based online tool, e-Reflection. This tool not only helps to identify competency gaps, it also provides lecturers with advice on how these deficiencies can be rectified effectively. The results are valuable to schools/universities wanting to set up a catalogue of e-learning skills necessary for their lecturers. In addition, we aim to demonstrate how it is possible to manage and support teacher development in order to institutionalize e-learning. 30.09.2016 | Claude Muller, Flavio Di Giusto, Sandra Gross & Stefan Koruna (Zurich)","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"10 1","pages":"187-203"},"PeriodicalIF":0.0,"publicationDate":"2016-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69563077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this workshop report, we acknowledge the difficult nature of the academic workplace and the challenges this brings to new academics’ socialization. We introduce a potentially generalizable strategy which has been used successfully with academic colleagues to demystify the field of research into higher education. Our strategy builds on BOURDIEU's concepts of 'field', 'habitus' and 'capital' to explore the issues which make this aspect of academic practice mystifying. We note the limitations of a workshop approach in satisfying individual needs, and look to future virtual and personalized provision. 30.09.2016 | Virginia King & Jennie Billot (Coventry, Auckland)
在这个研讨会报告中，我们承认学术工作场所的困难性质以及这给新学者的社会化带来的挑战。我们介绍了一种潜在的可推广策略，该策略已成功地与学术同事一起用于揭开高等教育研究领域的神秘面纱。我们的策略建立在布迪厄的“场”、“习惯”和“资本”的概念上，以探索使这方面的学术实践变得神秘的问题。我们注意到讲习班方法在满足个人需求方面的局限性，并展望未来的虚拟和个性化提供。30.09.2016 | Virginia King & Jennie Billot(考文垂，奥克兰)
{"title":"Demystifying the Academic Workplace: A Workshop Strategy from Educational Research","authors":"V. King, Jennie Billot","doi":"10.3217/ZFHE-11-05/04","DOIUrl":"https://doi.org/10.3217/ZFHE-11-05/04","url":null,"abstract":"In this workshop report, we acknowledge the difficult nature of the academic workplace and the challenges this brings to new academics’ socialization. We introduce a potentially generalizable strategy which has been used successfully with academic colleagues to demystify the field of research into higher education. Our strategy builds on BOURDIEU's concepts of 'field', 'habitus' and 'capital' to explore the issues which make this aspect of academic practice mystifying. We note the limitations of a workshop approach in satisfying individual needs, and look to future virtual and personalized provision. 30.09.2016 | Virginia King & Jennie Billot (Coventry, Auckland)","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"11 1","pages":"65-76"},"PeriodicalIF":0.0,"publicationDate":"2016-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69562804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
We analyze academic institutions as a place for networking. We focus on the importance of networks for the socialization of academics and the perceived impact on academic careers. In the analysis of guided interviews, we focus on the relevance of different networks for the transmission of disciplinary microcultures and the importance of interpersonal relations for network success. Our results grant new insights into network perception and the impact they have on academic socialization. This has several implications for the development of academic networks at higher education institutions. 30.09.2016 | Yvonne Kreis & Kira Nierobisch (Mainz, Ludwigsburg)
我们把学术机构作为一个社交场所来分析。我们关注网络对学术社会化的重要性以及对学术生涯的感知影响。在引导性访谈的分析中，我们关注不同网络对学科微文化传播的相关性，以及人际关系对网络成功的重要性。我们的研究结果为网络感知及其对学术社会化的影响提供了新的见解。这对高等教育机构学术网络的发展有几点启示。30.09.2016 | Yvonne Kreis & Kira Nierobisch(美因茨，路德维希堡)
{"title":"Networks - The Socialization of Academics","authors":"Yvonne Kreis, Kira Nierobisch","doi":"10.3217/ZFHE-11-05/09","DOIUrl":"https://doi.org/10.3217/ZFHE-11-05/09","url":null,"abstract":"We analyze academic institutions as a place for networking. We focus on the importance of networks for the socialization of academics and the perceived impact on academic careers. In the analysis of guided interviews, we focus on the relevance of different networks for the transmission of disciplinary microcultures and the importance of interpersonal relations for network success. Our results grant new insights into network perception and the impact they have on academic socialization. This has several implications for the development of academic networks at higher education institutions. 30.09.2016 | Yvonne Kreis & Kira Nierobisch (Mainz, Ludwigsburg)","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69563005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In 2015, a teaching portfolio pilot project was conducted at the University of Graz. This workshop report aims at sharing insights and lessons learned from that project, but also tries to outline changes in the European higher education landscape which indicate the usefulness of teaching portfolios as an instrument to support the development of academics. Selected overall project findings are complemented by in-depth reflections of one of the authors who participated in the workshop. This approach was chosen because of the importance of reflection for academic development, but it also affirms the pilot project's success as it shows how a main objective of the teaching portfolio - to initiate reflection - has been achieved. 30.09.2016 | Lisa Scheer, Gudrun Salmhofer & Eva Seidl (Graz)
{"title":"Initiating academic development - insights from a teaching portfolio pilot project at the University of Graz","authors":"L. Scheer, Gudrun Salmhofer, Eva Seidl","doi":"10.3217/ZFHE-11-05/05","DOIUrl":"https://doi.org/10.3217/ZFHE-11-05/05","url":null,"abstract":"In 2015, a teaching portfolio pilot project was conducted at the University of Graz. This workshop report aims at sharing insights and lessons learned from that project, but also tries to outline changes in the European higher education landscape which indicate the usefulness of teaching portfolios as an instrument to support the development of academics. Selected overall project findings are complemented by in-depth reflections of one of the authors who participated in the workshop. This approach was chosen because of the importance of reflection for academic development, but it also affirms the pilot project's success as it shows how a main objective of the teaching portfolio - to initiate reflection - has been achieved. 30.09.2016 | Lisa Scheer, Gudrun Salmhofer & Eva Seidl (Graz)","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69562810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teachers in higher education differ widely from one another because of their disciplinary backgrounds and experiences. Examining the individual development pathways of faculty shows how a particular academic environment influences an individual’s conception of teaching. In this context, a longitudinal mixed methods study involving 37 trainee teachers at a Swiss Business School identified three types of conceptual development. It also demonstrated how using visualization methods like metaphors and sketches help to externalize teachers' unconscious conceptions of what good teaching is and facilitated the design of individually tailored learning environments where conceptual development is visible and may also be steered. 30.09.2016 | Marion Lehner (Zurich)
高等教育的教师因其学科背景和经验而差异很大。对教师个人发展路径的考察表明，特定的学术环境如何影响个人的教学观念。在这方面，一项涉及瑞士商学院37名实习教师的纵向混合方法研究确定了三种概念发展类型。它还展示了如何使用可视化方法，如隐喻和草图，帮助外化教师对什么是好的教学的无意识概念，并促进了个性化定制学习环境的设计，在这种环境中，概念发展是可见的，也可以被引导。30.09.2016 | Marion Lehner(苏黎世)
{"title":"Visualizing individual conceptual development paths in faculty development","authors":"M. Lehner","doi":"10.3217/ZFHE-11-05/08","DOIUrl":"https://doi.org/10.3217/ZFHE-11-05/08","url":null,"abstract":"Teachers in higher education differ widely from one another because of their disciplinary backgrounds and experiences. Examining the individual development pathways of faculty shows how a particular academic environment influences an individual’s conception of teaching. In this context, a longitudinal mixed methods study involving 37 trainee teachers at a Swiss Business School identified three types of conceptual development. It also demonstrated how using visualization methods like metaphors and sketches help to externalize teachers' unconscious conceptions of what good teaching is and facilitated the design of individually tailored learning environments where conceptual development is visible and may also be steered. 30.09.2016 | Marion Lehner (Zurich)","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69562999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Wenn die akademische Lehre dem Anspruch "Bildung durch Wissenschaft" gerecht werden will, muss sie forschungsorientiert gestaltet sein. Die Kennzeichnung "forschungsorientiert" aber ist ebenso mehrdeutig wie die verwandten Begriffe problem-, fall- oder projektorientiert. Der Beitrag widmet sich diesen semantischen Unklarheiten und leistet dabei auch einen Beitrag zur Prazisierung des "forschenden Lernens", das als didaktisches Konzept derzeit wieder viel diskutiert wird. Schlieslich wird ein Modell akademischer Lehre vorgestellt, welches verschiedene Beziehungen zwischen Forschen und Lernen beschreibt und sowohl einen theoretischen Impuls leisten als auch die Lehrpraxis unterstutzen will. 30.09.2016 | Gabi Reinmann (Hamburg)
{"title":"Gestaltung akademischer Lehre: semantische Klärungen und theoretische Impulse zwischen Problem- und Forschungsorientierung","authors":"G. Reinmann","doi":"10.3217/ZFHE-11-05/13","DOIUrl":"https://doi.org/10.3217/ZFHE-11-05/13","url":null,"abstract":"Wenn die akademische Lehre dem Anspruch \"Bildung durch Wissenschaft\" gerecht werden will, muss sie forschungsorientiert gestaltet sein. Die Kennzeichnung \"forschungsorientiert\" aber ist ebenso mehrdeutig wie die verwandten Begriffe problem-, fall- oder projektorientiert. Der Beitrag widmet sich diesen semantischen Unklarheiten und leistet dabei auch einen Beitrag zur Prazisierung des \"forschenden Lernens\", das als didaktisches Konzept derzeit wieder viel diskutiert wird. Schlieslich wird ein Modell akademischer Lehre vorgestellt, welches verschiedene Beziehungen zwischen Forschen und Lernen beschreibt und sowohl einen theoretischen Impuls leisten als auch die Lehrpraxis unterstutzen will. 30.09.2016 | Gabi Reinmann (Hamburg)","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69596389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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