TY  - JOUR
A1  - Bartsch, Silke
A1  - Bauer, Katharina
A1  - Müller, Heike
A1  - Penning, Isabelle
T1  - Verbraucherkompetenzen für morgen und durch Lehrkräfteweiterbildung heute
BT  - Professionalisierung von Lehrpersonen in der Verbraucherbildung
JF  - Haushalt in Bildung und Forschung (HiBiFo)
N2  - Verbraucherbildung ist bundesweit vielfältig in curricularen Vorgaben verankert. Fachfremde Lehrpersonen benötigen Professionalisierungsangebote, um die Verbraucherbildung
als Querschnittsaufgabe in ihren Fächern implementieren zu können. Erkenntnisse aus der Professionalisierungsforschung werden daher im Beitrag in Bezug auf das cLEVER-Projekt
zusammengetragen, um sie für Fortbildungsangebote nutzbar zu machen.
N2  - Consumer education is anchored in a variety of curricular guidelines throughout Germany.
Teachers from outside the subject area need professionalization offers in order to be able to
implement consumer education as a cross-sectional task in their subjects. Findings from professionalization research will, therefore, be compiled in the article relating to the
cLEV ER-project to make them usable for further training courses.
KW  - Verbraucherbildung
KW  - Consumer Literacy
KW  - Professionalisierung
KW  - Lehrerbildung
KW  - Fortbildung
KW  - consumer education
KW  - consumer literacy
KW  - professionalization
KW  - eacher training
KW  - continuing education
Y1  - 2019
U6  - https://doi.org/10.3224/hibifo.v8i4.06
SN  - 2193-8806
SN  - 2196-1662
VL  - 8
IS  - 4
SP  - 90
EP  - 103
PB  - Budrich
CY  - Leverkusen
ER  - 
TY  - JOUR
A1  - Knoth, Alexander Henning
A1  - Kiy, Alexander
A1  - Müller, Ina
A1  - Klein, Mathias
T1  - Competences in context
BT  - students’ expectations and reflections as guided by the mobile application Reflect.UP
JF  - Technology, knowledge and learning
N2  - Mobile applications are suitable as a structural possibility for students beginning their studies. Using the appReflect.UP,students are encouraged to reflect on the organization, contents, and objectives of their studies. This article focuses on how students can acquire the academic ability to consider their own actions, which is an intrinsic component of academic professionalization. The work examines how a competency framework is derived through study regulations and module descriptions, and how subsequent questions for students' reflection are systematically created using this framework. Next, the hybrid mobile applicationReflect.UPand its underlying software components are introduced, stimulating students' reflections on study content and objectives. The data gathered through the practical use ofReflect.UPis evaluated, and then the ensuing conclusions drawn from students' problems and learning processes for organizing the course of studies are explored. In addition, this paper reflects on the strengths and weaknesses of a mobile application as a sociological and technological compound for structural support of the introductory phase of education.
KW  - introductory phase
KW  - hybrid mobile application
KW  - reflection
KW  - professionalization
KW  - competency framework
Y1  - 2020
U6  - https://doi.org/10.1007/s10758-019-09407-8
SN  - 2211-1662
SN  - 2211-1670
VL  - 25
IS  - 4
SP  - 707
EP  - 731
PB  - Springer
CY  - Dordrecht
ER  -