Literature on the poster Praxis³

Chitpin, Stephanie; Simon, Marielle; Galipeau, James (2008): Pre-service teachers' use of the objective knowledge framework for reflection during practicum. In: Teaching and Teacher Education 24 (8), pp. 2049-2058. DOI: 10.1016/j.tate.2008.04.001.

Döring-Seipel, Elke; Dauber, Heinrich; Bosse, Dorit; Nolle, Timo (2012): The project "Basic psychosocial skills in the teaching profession". In: Birgit Weyand, Monika Justus and Michael Schratz (eds.): It depends on our teachers. Recruiting, training and supporting suitable teachers. Essen: Edition Stifterverband für die Deutsche Wissenschaft, pp. 110-122.

Festner, Dagmar; Gröschner, Alexander; Goller, Michael; Hascher, Tina (2020): Learning to teach - Changes in the attitudinal patterns of student teachers during the practical semester in connection with mentoring learning support and competence assessment. In: Immanuel Ulrich and Alexander Gröschner (eds.): Praxissemester im Lehramtsstudium in Deutschland: Wirkungen auf Studierende. 1st ed. 2020. Wiesbaden: Springer VS (Edition ZfE, 9), pp. 209-241.

Gröschner, Alexander; Häusler, Janina (2014): To what extent do career-related experiences and individual attitudes of mentors predict the learning support of student teachers in internships? In: Karl-Heinz Arnold, Alexander Gröschner and Tina Hascher (eds.): Schulpraktika in der Lehrerbildung : theoretische Grundlagen, Konzeptionen, Prozesse und Effekte. Münster: Waxmann, pp. 315-333.

Häcker, Thomas (2017): Foundations and implications of the demand for the promotion of reflexivity in teacher education. In: Constanze Berndt, Thomas H. Häcker and Tobias Leonhard (eds.): Reflexive teacher education revisited. Traditions - Approaches - Perspectives. Bad Heilbrunn: Verlag Julius Klinkhardt (Studies on Professions Research and Teacher Education), pp. 21-45.

Helsper, Werner (2001): Practice and reflection. The necessity of a "double professionalization" of the teacher. In: Journal für Lehrerinnen- und Lehrerbildung 1 (3), pp. 7-15.

Hesse (28.09.2011): Hessian Teacher Training Act (HLbG). HLbG, from 13.05.2022. Reference: GVBl. 2022, 286. Available online at www.rv.hessenrecht.hessen.de/bshe/document/aiz-jlr-LehrBiGHE2011rahmen%4020130709.

Klingebiel, Franz; Siedenbiedel, Catrin; Kuhn, Hans Peter (2022): Reflexive internship supervision - Multi-criteria and multi-perspective multi-level analyses on the influence of process characteristics, seminar content and characteristics of internship supervisors on success criteria in university school internships. In: Jens Klusmeyer and Dorit Bosse (eds.): Konzepte reflexiver Praxisstudien in der Lehrer*innenbildung. Wiesbaden: Springer VS, pp. 207-245.

König, Johannes; Rothland, Martin; Schaper, Niclas (eds.) (2018): Learning to Practice, Learning to Reflect? Results from the longitudinal study LtP on the use and impact of the practical semester in teacher education. Wiesbaden: Springer Fachmedien Wiesbaden.

Lipowsky, Frank (2006): It depends on the teacher. Empirical evidence for connections between teacher competence, teacher action and student learning. In: Ewald Terhart and Cristina Allemann-Ghionda (eds.): Kompetenzen und Kompetenzentwicklung von Lehrerinnen und Lehrern: Ausbildung und Beruf. Weinheim: Beltz Verlag (Journal of Pedagogy. Supplement, 51), pp. 47-70.

Meyerhöfer, Wolfram (2011): Suitable to be a teacher? - The wrong question. On the article by Andreas Vohns in MGDM No. 87: Being a teacher is not difficult, becoming a teacher is even more so. In: Mitteilungen der Gesellschaft für Didaktik der Mathematik 90, pp. 8-10.

Nolle, Timo (2016): Aptitude requirements for a constantly changing profession. In: Annette Boeger (ed.): Aptitude for the teaching profession. Selection and promotion. Wiesbaden: Springer VS, pp. 13-30.

Schaarschmidt, Uwe (2012): Recognizing aptitude for the teaching profession at an early stage and continuously promoting it. In: Birgit Weyand, Monika Justus and Michael Schratz (eds.): Auf unsere Lehrerinnen und Lehrer kommt es an. Recruiting, training and supporting suitable teachers. Essen: Edition Stifterverband für die Deutsche Wissenschaft, pp. 58-78.

Staub, Friedrich; Waldis, Monika; Futter, Kathrin; Schatzmann, Sina (2014): Lesson conferences as learning opportunities in internships. Lesson conferences as learning opportunities in internships. In: Karl-Heinz Arnold, Alexander Gröschner and Tina Hascher (eds.): Schulpraktika in der Lehrerbildung : theoretische Grundlagen, Konzeptionen, Prozesse und Effekte. Münster: Waxmann, pp. 335-358.