Vertrauen in der erziehungswissenschaftlichen Forschung – Einleitung

Bartmann, Sylke; Fabel-Lamla, Melanie; Pfaff, Nicolle; Welter, Nicole

doi:10.2307/j.ctvdf04dw.4

Cited by 5 publications

(2 citation statements)

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“…This also implies some conceptual considerations. So far, the literature on collaboration in teacher education has focused especially on the role of trust (Bartmann et al, 2012;Kappauf and Kolleck, 2018). Consequently, it is argued that further research would benefit from increasing attention toward appreciation and its interrelation with trust as significant social factors (see, e.g., Kulin, 2019).…”

Section: Discussionmentioning

confidence: 99%

A Person-Centered Approach for Analyzing Multidimensional Integration in Collaboration Between Educational Researchers and Practitioners

Straub

Ehmke

2021

Front. Educ.

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This study was conducted in the context of a development project for teacher education, establishing a collaborative format called Transdisciplinary Development Teams (TDTs). The aim of this study was to investigate (a) how participating TDT members assess focal dimensions of integration characteristics (DICs) with regard to success factors and challenging aspects. DICs are operationalized as (1a) mutual learning and (1b) knowledge integration, (2a) perceived trustworthiness, and (2b) appreciation within the team, and (3a) collective ownership of goals. In addition, they seek to (b) differentiate the types of actors characterized by particular assessment patterns. The study employs a person-centered approach (cluster analysis) and uses a data corpus with 62 response sets. Subsequently, this study offers a genuine conceptual approach to frame interorganizational collaboration in teacher education. On this basis, empirical insights that provide further practical implications to support future collaboration at the boundary of educational research and practice have been generated.

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Section: Discussionmentioning

confidence: 99%

A Person-Centered Approach for Analyzing Multidimensional Integration in Collaboration Between Educational Researchers and Practitioners

Straub

Ehmke

2021

Front. Educ.

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“…Innerhalb der erziehungs-und bildungswissenschaft lichen Forschung werden drei Schwerpunkte fokussiert (Bartmann, Pfaff & Welter, 2012): Vertrauen in Bildungsinstitutionen, in zwischenmenschlichen Beziehungen und Interaktionen im pädagogischen Feld (Gahleitner & Homfeldt, 2020) sowie in der Biographieforschung, bei der Vertrauen in Bildung als biographische Ressource angesehen wird (Bormann & Th ies, 2019). Die Bedeutung von Vertrauen in pädagogischen Beziehungen wird grundsätzlich betont.…”

Section: Vertrauen In Die Schule -Auch Von Eltern?unclassified

Vertrauen und Beteiligung in der Schule. Typenanalyse einer qualitativen Interviewstudie mit Eltern

Adamczyk¹

2021

DDS

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Der Beitrag stellt eine empirisch-qualitative Studie vor, die das Vertrauen von Eltern in die Schule in den Fokus stellt. Ein Bestandteil der Datenanalyse ist eine Typenanalyse der interviewten Eltern von schulpflichtigen Kindern, in die die Beteiligung der Eltern in der Schule als Kategorie einbezogen wird. Vertrauen und Elternbeteiligung werden abschließend vor dem Hintergrund der derzeitigen pandemischen Situation kurz diskutiert.

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Schule

Fabel-Lamla¹

2022

Facetten Des Vertrauens Und Misstrauens

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Vertrauen in der erziehungswissenschaftlichen Forschung – Einleitung

Cited by 5 publications

References 0 publications

A Person-Centered Approach for Analyzing Multidimensional Integration in Collaboration Between Educational Researchers and Practitioners

A Person-Centered Approach for Analyzing Multidimensional Integration in Collaboration Between Educational Researchers and Practitioners

Vertrauen und Beteiligung in der Schule. Typenanalyse einer qualitativen Interviewstudie mit Eltern

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