University of Siegen
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Publication Access status: Open Access , Research-Data-Policy of the University of Siegen(2017)Research-Data-Policy of the University of Siegen Adopted by the Rectorate of the University of Siegen on March 30th 2017Source Type:Other2 6 - Some of the metrics are blocked by yourconsent settings
Publication Access status: Open Access , Forschungsdaten-Policy der Universität Siegen(2017)Forschungsdaten-Policy der Universität Siegen Verabschiedet durch das Rektorat der Universität Siegen am 30.03.2017Source Type:Other4 7 - Some of the metrics are blocked by yourconsent settings
Publication Access status: Open Access , Open-Access-Policy of the University of Siegen(2017)Open-Access-Policy of the University of Siegen Adopted by the Rector's Office of the University of Siegen on March 30, 2017Source Type:Other1 5 - Some of the metrics are blocked by yourconsent settings
Publication Access status: Open Access , Open-Access-Policy der Universität Siegen(2017)Open-Access-Policy der Universität Siegen Verabschiedet durch das Rektorat der Universität Siegen am 30.03.2017Source Type:Other3 4 - Some of the metrics are blocked by yourconsent settings
Publication Access status: Open Access , Schwerpunkt: Soziale Netzwerkbeziehungen und Soziale ArbeitSoziale Netzwerke spielen in der Sozialen Arbeit eine wichtige und zunehmend beachtetere Rolle. In diesem SI:SO-Themenheft zu ‚Sozialen Netzwerken in der Sozialen Arbeit‘ sollen Einblicke in das Thema gegeben werden. Es ist wie folgt gegliedert: 1) Grundlagen zu Sozialen Netzwerken 2) Soziale Netzwerke in Arbeitsfeldern der Sozialen Arbeit 3) Organisationale/Institutionelle NetzwerkeSource Type:Periodical PartJournal:SIEGEN:SOZIAL - Analysen, Berichte, Kontroversen (SI:SO)Volume number:24,17 24 - Some of the metrics are blocked by yourconsent settings
Publication Access status: Open Access , Amtsvormundschaft nach dem Inkrafttreten des Gesetzes zur Änderung des Vormundschafts- und Betreuungsrechts(2015)In 2011, the "Act Amending the Law on Guardianship and Support" came into force in its predominant parts. This reform is the result of a professional discussion that has been going on for more than twenty years and has had a major impact on the work of official guardians in the individual youth welfare offices. of the official guardians in the individual youth welfare offices. The legal requirements for a case limit, regular personal contact between the guardian and his or her ward, and the participation of the child in the selection of the guardian have proved to be particularly influential. In order to obtain reliable findings on how the legal changes are implemented in the youth welfare offices, a standardized online survey was conducted in the youth welfare offices in Rhineland-Palatinate as part of the work in the fall of 2014. The results of the survey are discussed critically in the paper and a conclusion is drawn on the changes in official guardianship.Source Type:Master Thesis2 10 - Some of the metrics are blocked by yourconsent settings
Publication Access status: Open Access , Doing Lernbegleitung(2019)The study “Doing Lernbegleitung. Hochschullernwerkstätten als Orte der Generationenvermittlung” addresses the so-called first phase of teacher training at German universities. Based on an examination of the special features of the research field of university learning workshops, the study explores the question of how teacher trainees are confronted with the pedagogical concepts of individualization as well as open and informal education. It focuses the introduction to a specific professional understanding of teachers as learning companions within the framework of the practical project “Werkstatt für Kinder” of the university learning workshop OASE at the University of Siegen: Thus, the implementation of the conceptual self-understanding in the social practice will be focused on. In order to ethnographically explore learning companionship as a specific bundle of social practices, both the preparation for the “Werkstatt für Kinder” within the student peer group and the social construction of students as learning companions for children will be examined. This approach allows to successively describe typical challenges of both students and children as well as the associated specific fields of tension and conflicts of the pedagogical setting of the university learning workshop from an empirically based perspective. The study is characterized by a very personal approach to the field and thus an involved researcher position, which is used as an analytical tool in the research process. The empirical results are presented according to the unfolding of social practice in the field and then linked to two theoretical frameworks, generational order as well as (pedagogical) spaces and things. Thus, learning companionship is reconstructed as a bundle of specific social practices situated in the OASE university learning workshop, which can be explored and described as the production of generational order embracing the triad of human actors, spaces and things. This theoretical and analytical perspective challenges the normative understanding contrasting “traditional” and “alternative” pedagogic concepts (for example differences between teaching and learning companionship or between children and students) by describing differences as an effect and medium of social practice.Source Type:Doctoral Thesis3 10 - Some of the metrics are blocked by yourconsent settings
Publication Access status: Open Access , Herleitung eines didaktischen Modells zur (einfacheren) Umsetzung des Lernfeldkonzepts(2019)The learning field concept is a successful further development of the strategies in vocational teaching and learning, but is only inadequately accepted in everyday vocational school life. This results from a lack of scientific theoretical justification and also from inadequate explanations for teaching practice. In the discussions on the learning field concept, reference is made, among other things, to a constructivist basic position, to competence orientation and to the unconditional project-oriented learning of real project tasks of the learners, which should be immanent in the learning field concept and which should characterise the concept. This is often explained with models in which the constructivist basis and the resulting competence orientation hardly appear to be stringent. The consequences are irritations in the vocational school and the slippage of the learning field concept into almost any teaching and learning design. This initial assumption, which I have seen in vocational school practice and in the further training of teachers, is the basis for the task in this paper. It is necessary to develop a clear, descriptive didactic model for the learning field concept and at least to substantiate it hermeneutically, because in this way the alternative hypothesis, learning field learning and the implementation is easier to implement for the teaching team, so the assumption and in particular in the vocational school allows to impart a competence for action or better design. With the help of the model, teachers can be made aware of the design requirements and possibilities in learning-field-oriented instruction. The pupils, for their part, can acquire design competence relatively independently in learning projects - individually and / or in teams - by identifying and solving work-related learning tasks. In this work it becomes clear that the previous learning field justification and implementation is fundamentally wrong and also inadequate. In order for learning field-oriented teaching and learning to be successful, it must be consistently assumed that the student, the future specialist, is the student. The focus must be on training, experimenting with interdisciplinary competences and thus on the systematic development of hand tools for learning. The justification and implementation of the learning field must not focus on the teacher, as has often been the case in the past, but rather on the pupil. If the idea of this systematic implementation is to be continued, teachers must adopt a corresponding basic attitude as learning guides and team players. For the pupils' individual learning performance to be as high as possible, the team of teachers, who work together in a binding and trusting manner, must arrange situations and create the conditions for the pupils to act as independently as possible. In this respect, the paradigm shift aimed at by the learning field concept has not been consistently implemented - it is still often about the teacher, the subject systematics of the subject science, and less about the pupil and his personality development. This work and the didactic competence model that has been developed can help to achieve a new quality of teaching and learning through learning field-oriented teaching and learning in vocational schools and in cooperation with the dual partners. This is facilitated by the fact that in this paper planning instruments derived from the didactic model and examples of positive teaching and (self-)learning materials are presented in the appendix. Overall, this work is intended to contribute to the further development of the theory and practice of teaching and learning in vocational education and training, in the learning field.Source Type:Doctoral Thesis4 7 - Some of the metrics are blocked by yourconsent settings
Publication Access status: Open Access , Bildung für nachhaltige Entwicklung im Sachunterrichtsstudium(2019)Teacher training plays a crucial role in the realisation of the concept “Educa-tion for Sustainable Development” (ESD). However, currently only little atten-tion is payed to the implementation of ESD during teacher training. In our study, we examine the attitude change of future primary school teachers of general studies during a facultative course of studies, which focuses on ESD. The study is based on the Stages-of-Concern-Model of Hall & Hord. The re-sults indicate that the facultative course of studies influences the attitudes of students in a positive way and helps to develop desirable profile types. In order to meet the global problems and challenges of the 21st century, the concept of sustainable development is playing an increasingly important role. Since well before Agenda 21 education is seen as crucial key position in the process of sustainable development, because without a global education initia-tive sustainable development is not guaranteed. In teacher training, however, study courses concerned with Education for Sustainable Development still play a subordinate role. Since the last teacher training reform (science and so-cial studies at primary school level) for faculty students of general studies, the University of Siegen offers the optional possibility of a perspective-integrating module (in-depth study), which focuses primarily on aspects of sustainable development and education for sustainable development. The present study examines the extent to which the professional attitudes, needs and concerns of future teachers of general studies develop during the in-depth study with regard to education for sustainable development. The basis for this is the Concern Based Adaptation Model (CBAM) with the diagnostic dimension Stages of Concern (SoC) of Hall and Hord (2011). The examination of the effectiveness of the in-depth-study and the change it caused were carried out in form of an accompanying study with 109 students of general studies in the context of a comparative group design, whereby 42 students took part in the in-depth study of general studies. The results indicate a significant development and change of the students who participated in the in-depth study regarding their attitude patterns, their pupil-orientation, their willingness to cooperate and their acceptance of the educa-tional concept Education for Sustainable Development. The in-depth study course has apparently succeeded in positively influencing the profession-related attitudes of the future teachers.Source Type:Doctoral Thesis4 14 - Some of the metrics are blocked by yourconsent settings
Publication Access status: Open Access , Fostering literacy with come_IN computer clubs(2019)Embedding technology access and skill acquirement in a decidedly open local social structure, the intercultural come_IN computer clubs have been developed as a response to both, an increasing social and cultural diversity, and a prevailing, if not increasing digital divide. The opportunity for collaborative play, learning and work with computers and modern media is apt to build bridges among people of different ages, cultural and social backgrounds is the basic idea that lays the grounds for the concept of the intercultural come_IN computer clubs. By situating come_IN in discourses on cultural as well as computational and media literacy, this work carves out how all activity in come_IN balances learning at four interrelated ends: the Self and the Other, the Non-Computational and the Computational.Source Type:Doctoral Thesis1 12
