Relevant bibliographies by topics / Reflexiv praktik

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Academic literature on the topic 'Reflexiv praktik'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Reflexiv praktik"

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Sendra, I. Made, Yohanes Kristianto, and Saptono Nugroho. "Reproduksi Makna dan Fungsi Turistik Praktik Ritual Perang Ketupat di Desa Kapal, Badung." Jurnal Kajian Bali (Journal of Bali Studies) 9, no. 1 (April 27, 2019): 189. http://dx.doi.org/10.24843/jkb.2019.v09.i01.p09.

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This article is aimed to reinterpret the ritual of Ketupat War based on practical consciousness into reflexive consciousness to preserve agricultural tradition in Kapal Village, Badung Regency. This consciousness could be created by deconstructing the pragmatic materialistic perspective by promoting local knowledge Tri Hita Karana, philosophy on the harmonious relationship among human being, human and nature, and God. This research applied a descriptive qualitative method and structuration approach from Giddens to explain the ritual Perang Ketupat as reflexive consciousness. The research shows that the local people at Kapal Village interpret this ritual as practical consciousness without knowing the function and the meaning of the ritual. It means that ritual is only performed annually as a routine tradition. Therefore, reflexive consciousness needs to be nurtured through constructing the community`s awareness of this ritual as a tourist attraction, so that they can get the economic benefit (touristic meanings). In other words, tourism becomes a melting-pot producing space of the triple sections among nature, culture and tourism which is called Eco-Cultural Tourism Landscape (ECTL).
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Brinch Jørgensen, Iben. "Retorisk feltmetode. En produserende og refleksiv demokratisk praksis." Rhetorica Scandinavica 23, no. 79 (December 10, 2019): 1–18. http://dx.doi.org/10.52610/qfdm8266.

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Within the last decade, ethnographic fieldwork has become a prominent part of rhetorical scholarship. As a ­rhetorical method, it has grown out of ethographic methodo­logy and performance studies and has a clear critical bend. This paper argues that rhetorical fieldwork might distinguish itself more clearly from other ethnographic methodology in two basic respects: One is the grounding of the method in the rhetorician as a competent participant who puts her phronesis, i.e. her ­practical skill and sense of judgement as a rhetorician, to work in a particular field and situation. The other concerns the ­obligation of the rhetorician to investigate and develop rhetorical agency, on her own part as well as that of other participants, in the interest of developing and strengthening deliberative democracy. A case study serves to illustrate this epistemology and develop the methodology: The rhetorician becomes part of an aesthetic development project concerned with the visual identity and branding of an old industrial area in Larvik, ­Norway
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Karber, Anke. "Praktiken der Reflexion in pädagogischen Qualifizierungen – Forschungs- und Entwicklungsanfragen." Bildung und Erziehung 74, no. 2 (May 10, 2021): 171–83. http://dx.doi.org/10.13109/buer.2021.74.2.171.

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Alkemeyer, Thomas. "Praktiken und Praxis." Phänomenologische Forschungen 2017, no. 2 (2017): 41–56. http://dx.doi.org/10.28937/1000107735.

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Two forms or rather perspectives of observations appear alongside practice theories: The first perspective can be called the „theatre perspective“: practice here is observed as a regular, spatiotemporally ordered, socially structured, and therefore recognizable historical form of „practical doings and sayings“, in which participants are understood as mere carriers of practices and their bodies as the raw material for processes of formation. In the other perspective, understood as the perspective of the participants themselves, practices come into view as ongoing, conflictual, and contingent accomplishments, in which participants occur as intelligently collaborating contributors with so called „lived bodies“. These bodies are affectable, sites of experience, and media of a sensitivity that allow an embodied self to orientate itself (with)in a practice. This paper proposes a methodological mediation of both perspectives by taking into account both a sociological analysis of discipline, formation, or adjustment, and the reflexive sensing in action, which can be modeled phenomenologically. Thus, a „lived-body-in-accomplishment“ comes into view that serves the material basis of subjectivation procceses, i. e. the (self-)formation of a constitutionally conditioned (political) agency.
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Aas, Marit, Kristin Helstad, and Kirsten Foshaug Vennebo. "Når rektor stilles til ansvar: Krise eller gyllen mulighet? Om resultatstyring i rektorutdanningen." Acta Didactica Norge 10, no. 4 (November 24, 2016): 146–65. http://dx.doi.org/10.5617/adno.3894.

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Artikkelens hensikt er å bidra med kunnskap om hvordan rektorer kollektivt utforsker krav om resultatforbedring i skolen. Empirisk er artikkelen forankret i Rektorutdanningen ved Universitetet i Oslo, der case brukes som en læringsmetode. Teoretisk bygger artikkelen på perspektiver om ledelse og resultatstyring og om skolelederes profesjonsutøvelse, mens videodata fra rektorstudenters gruppesamtaler om en konstruert case utgjør datamaterialet. Analysen avdekker sentral tematikk og karakteristiske trekk ved gruppesamtalene. Funnene viser at gruppesamtalene primært kretser rundt å etablere situasjonsforståelse og komme med forslag til forbedringstiltak, der erfaringer fra egne ledelsespraksiser representerer den viktigste kunnskapsressursen. Basert på studiens funn ser vi at skoleledere trenger refleksiv kompetanse for å forstå og håndtere den kompleksitet de møter i arbeidet med resultatstyring. En implikasjon er derfor at tenkning om og praktisk arbeid med komplekse problemer bør inngå i skolelederutdanning.Nøkkelord: skolelederutdanning, case, resultatstyring, profesjonsutøvelse, ledelse, komplekse problemer, kunnskapsressurser, refleksiv kompetanseAbstract The aim of the article is to provide knowledge about how principal collectively explore demands for improvement in school. The article draws upon The National Principal Program Rector Education at the University of Oslo, where case-based work is used as a learning method. Theoretically we draw upon perspectives on leadership and accountability and school leaders' professional practice. It is based upon video data from group discussions, where future principals are talking about the situation in the case and possible solutions. The analysis the brings out the central themes and characteristics of the group discussions, and shows that the principals´ discussion focuses on establishing situational awareness and making suggestions for improvement, where experiences from their own leadership practices represent the most important knowledge resource. Based on the analysis we argue that principals need to develop their reflexive competence in order to understand and deal with complex situations. An implication of the study is that thinking about and practical work with complex problems needs to be included in leadership programs.Key words: school leadership education, case, accountability, professional practice, leadership, wicked problems, knowledge resources, reflexive competence
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Wübben, Yvonne. "Transhumane Physiologie. Bilder und Praktiken des Reflexes (Thomas Willis, Robert Whytt, Marshall Hall)." Early Science and Medicine 15, no. 1-2 (2010): 105–21. http://dx.doi.org/10.1163/138374210x12589831573144.

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The essay examines the function of visualizations and practices in the formation of the reflex concept from Thomas Willis to Marshall Hall. It focuses on the specific form of reflex knowledge that images and practices can contain. In addition, the essay argues that it is through visual representations and experimental practices that technical knowledge is transferred to the field of human reflex physiology. When using technical metaphors in human physiology authors often seem to feel obliged to draw distinctions between humans, machines and animals. On closer scrutiny, these distinctions sometimes fail to establish firm borders between the human and the technical.
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Beckmann, Timo, and Timo Ehmke. "Unterrichtsbesprechungen im Praktikum – Konstruktivistische und transmissive Lernbegleitung durch Lehrkräftebildner/innen unterschiedlicher Institutionen." Zeitschrift für Bildungsforschung 10, no. 2 (August 2020): 191–209. http://dx.doi.org/10.1007/s35834-020-00275-2.

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Zusammenfassung Unterrichtsbesprechungen sind eine zentrale Lerngelegenheit im Professionalisierungsprozess von Lehramtsstudierenden. In der vorliegenden Studie wurde anhand von theoretischen Modellen zur Gesprächsführung und Reflexion untersucht, inwieweit die Gesprächsführung in n = 29 authentischen Unterrichtsnachbesprechungen während des Langzeitpraktikums Merkmale einer konstruktivistischen vs. transmissiven Orientierung aufweisen. Es zeigt sich, dass sich die Gespräche in Bezug auf die gewählten Merkmale stark voneinander unterscheiden. Auf Gruppenebene der Lehrkräftebildner/innen werden varianzanalytisch ebenfalls einzelne Unterschiede deutlich. So sind Gespräche von Mentor/innen eher kurz, beinhalten weniger Themen und Mentor/innen regen Studierende seltener zur Reflexion an, als Lehrende der Universität bzw. zweiten Ausbildungsphase dies tun. Darüber hinaus ergeben sich Korrelationen zwischen einzelnen Merkmalen, die zur Entwicklung von Gesprächsprofilen beitragen können. Die Studie trägt somit zu einem besseren Verständnis der Gesprächspraxis unterschiedlicher Lehrender bei und zeigt Möglichkeiten auf, wie die Lernbegleitung in Praxisphasen verbessert werden kann.
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Lindøe, Preben. "Arbeidsmiljøregulering i de nordiske lande — et eksempel på refleksiv reguleringspraksis." Tidsskrift for Arbejdsliv 4, no. 4 (December 1, 2002): 23. http://dx.doi.org/10.7146/tfa.v4i4.108383.

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Den nordiske modellen for arbeidsmiljøregulering har påvirket reguleringen innen det europeiske fellesskapet. Gjennom de forpliktelser fellesskapet pålegger sine medlemmer har det ført til nye reguleringsformer i de nordiske land. Artikkelen undersøker hvilken praksis som er utviklet i de enkelte land når det gjelder et systematisk arbeid med forbedring av arbeidsmiljøet. Den konkluderer med at i stedet for en posisjonering av særtrekk ved de ulike virkemidler som er valgt, bør landene finne fram til de læringsgevinster som er høstet og videreutvikle den 'nordiske modellen'.
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Grimsæth, Gerd, and Helge Holgersen. "Nyutdannede allmennlærere og deres opplevelse av faglig kompetanse i leseopplæring generelt og av elever med lesevansker spesielt." Acta Didactica Norge 9, no. 1 (September 8, 2015): 14. http://dx.doi.org/10.5617/adno.2368.

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Teoretisk og praktisk kunnskap fungerer etter ulik logikk, ingen teori kan helt omsettes til praksis. Det er derfor av interesse å undersøke nærmere hvordan nyutdannede lærere opplever både sin fagkunnskap og nyervervede kompetanse i yrket. Undersøkelsen som her blir presentert har følgende problemstilling: Hvordan opplever nyutdannede lærere sin kompetanse i leseopplæring generelt og leseopplæring av elever med lesevansker spesielt? Denne pilotundersøkelsen tar utgangspunkt i Q- metoden; nyutdannede lærere plasserer subjektive utsagn trykt på individuelle kort i en matrise. Pilotundersøkelsen baserer seg på 10 respondenter, vi valgte derfor en kvalitativ analyse av resultatene av Q-sorteringen. Resultatene viser at nyutdannede lærere opplever at de mangler kunnskap og kompetanse både i praktisk leseopplæring generelt og om lesevansker spesielt. Kartleggingsmateriell blir i liten grad brukt som grunnlag for informantenes tilrettelegging av arbeidsmåter i leseopplæring. Inkludering og sammenholdte klasser står sterkt hos informantene, men de savner informasjon om elever med lesevansker og om tilgjengelig hjelpemateriell. Resultatene understreker betydningen av veiledning av nyutdannede lærere og ikke minst deres behov for fora for faglig utvikling, faglig utveksling og refleksive diskusjoner.Nøkkelord: Nyutdannede allmennlærere; opplevd fagkunnskap og kompetanse; leseopplæring, lesevansker, Q-metodologi, læring i praksis.AbstractTheory and practice are based on different logics; this means that no theory can be fully implemented in practice. For this reason, it is interesting to investigate newly qualified teachers’ perceptions of their expertise and competence. In order to study this phenomena, the following research question was formulated: How do newly qualified teachers perceive their competence in the field of reading education in general and reading difficulties in particular? This pilot study is based on Q-methodology, which involves asking respondents to place subjective statements that are printed on individual cards on a matrix. The pilot study population includes 10 newly qualified teachers, therefore we chose to analyse the results of the Q-rankings using a qualitative method. The results show that the respondents thought that they lacked both knowledge and competence regarding reading education and reading difficulties. They made little use of mapping tools when adapting their teaching methods in reading education. While the respondents stressed the importance of an inclusive class milieu and solidarity, they felt that they lacked information about pupils who have reading difficulties and about available support material. The results indicate that mentoring is important for newly educated teachers, as well as that there is a need for meeting places that further professional development, academic exchange and reflexive discussion.Keywords: Newly educated teachers; experienced expertise and competence; reading education, reading difficulties, Q- methodology, learning in practice.
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Kock, Klaus, and Edelgard Kutzner. "Arbeit als kollegiales Handeln – Praktiken von Solidarität und Konkurrenz am Arbeitsplatz." Industrielle Beziehungen. Zeitschrift für Arbeit, Organisation und Management, no. 4-2018 (December 17, 2018): 446–68. http://dx.doi.org/10.3224/indbez.v25i4.04.

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Im vorliegenden Beitrag wird gezeigt, dass sich parallel und im Widerspruch zu konkurrenzbedingten Fragmentierungen im kooperativen Arbeitsprozess immer auch Gelegenheiten für wechselseitige zwischenmenschliche Bindungen und Verpflichtungen ergeben. Es werden Praktiken analysiert, mit denen Arbeitende ihre sozialen Beziehungen interaktiv in reziproken Austauschprozessen gestalten und zu Kollegialität im Sinne eines Füreinander-Einstehens formen. Diese Prozesse sind voraussetzungsvoll und werden ständig von gegenläufigen Prozessen der Ausgrenzung und gegenseitigen Instrumentalisierung durchkreuzt. Kollegialität beruht auf der Einsicht, dass die Realisierung eigener Ziele von der Realisierung der Ziele anderer abhängig ist, dass die eigene Handlungsfähigkeit in der Zusammenarbeit und im reziproken Austausch mit anderen erweitert werden kann. Kollegialität als eine Form von Solidarität entsteht in unmittelbaren Arbeitszusammenhängen weder aus einer gegebenen Gemeinschaft noch aus funktionalen Erfordernissen des Arbeitsprozesses. Kollegialität wird vielmehr in Interaktionen generiert und – wenn sie Bestand haben soll – immer wieder gegen Konkurrenz und konkurrentes Handeln durchgesetzt. Durch solidarisches Handeln gewinnen die Arbeitenden an Handlungsfähigkeit, deren Erweiterung auf überbetriebliche gesellschaftliche Verhältnisse weiterer Reflexion und kollektiver Aktion bedarf.
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Dissertations / Theses on the topic "Reflexiv praktik"

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Rintamaa, Johan. "”... att alltid ge bifall. Slippa avslagen. Men det funkar ju inte.” : Frontlinjebyråkrater och handlingsutrymme." Thesis, Högskolan Kristianstad, Sektionen för Hälsa och Samhälle, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-7822.

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This investigation aimed to shed light on the terms of the dispensing and the retaining of municipal social benefits granted by Swedish social services, this in regard of a less visible societal subgroup; citizens who cannot attain or retain housing of their own. Through qualitative interviews with six municipal social workers in Skåne, the plight of these citizens is revealed from a policy-making perspective in respect of views on discretion and individual appreciation. How may the applicant impact the application process and how does social subletting operate as a service effort? Further analysis of the accounts of informants’ views on change and the reasons for change, sketched an image of a society where public acceptance and tolerance are crucial factors for citizens hoping to achieve a homestead through means of municipal intervention. In conclusion, flexible attitudes towards job description are of major import to the possibility of offering client support in under-staffed municipal environs. Furthermore, reflexive social workers allying with the applicant throughout the process, from application to intervention are decisive for efficacious, long-term social work.
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Felten, Regula von. "Lernen im reflexiven Praktikum eine vergleichende Untersuchung /." [S.l.] : [s.n.], 2004. http://www.zb.unibe.ch/download/eldiss/04felten_r.pdf.

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Wrana, Daniel. "Das Subjekt schreiben : reflexive Praktiken und Subjektivierung in der Weiterbildung - eine Diskursanalyse /." Baltmannsweiler : Schneider-Verl. Hohengehren, 2006. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=014764725&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Verecká, Tereza. "Praktická dramaturgie. Reflexe vlastní tvůrčí zkušenosti a současné praxe britského divadla." Master's thesis, Akademie múzických umění v Praze.Divadelní fakulta. Knihovna, 2015. http://www.nusl.cz/ntk/nusl-252284.

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This master thesis focuses on the possibilities and limits of the dramaturgist during the creative process of rehearsal and on the dramaturgical parts of development of new dramatic texts. The author reflects her previous encounters with dramaturgy and her British experience gained during a study visit of Rose Bruford College in London.This master thesis does not lead towards theoretical generalization, but to the notation of the growing experiences, from which it draws conclusions for her own dramaturgical work (and her playwriting).The first part analyzes the phenomenon of the 'first reading rehearsal' in Czech and British context and the definition of relations between the various parts in this process.In the second part, the author describes two different principles of work aimed at developing new dramatic texts and compares them with her own experiences. As s part of this master thesis, there is also a transcript of an interview with Christopher Campbell, literary manager of the Royal Court Theatre in London.
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Karlsson, Henrik. "Humorns gränslösa begränsningar och möjligheter : En studie av humorns praktiker utifrån exemplet samtida ståuppkomik." Thesis, Linköping University, Department of Social and Welfare Studies, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-12265.

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For this study I use a critical realism approach and the aim with the thesis is to elucidate humor as a socially reflexive tool. My investigation has its starting point in the stand-up comedy arena, which I mean can exemplify a social context where the communication is focused around humor. I mean that humor can be used to create imaginary variations of the knowledge and truths, which we live our lives according to. The asymmetrical interpretations of the socially reflexive tool humor can be used to identify, elucidate, and cope with the diverging truths of life. But even though humor has boundless possibilities to reshape knowledge, it is also limited by the social contexts where it is mediated and by the involved individuals that create the humor or sanction the humor positive and/or negative.

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Danielsson, Ulrika, and Linda Sandström. "Betydelsen av reflektion : En kvalitativ studie om upplevelsen av reflektion hos socialsekreterare och biståndshandläggare i socialtjänsten." Thesis, Ersta Sköndal Bräcke högskola, Institutionen för socialvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-7859.

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Denna studie handlar om socialarbetares egna uppfattningar kring reflektion i deras dagliga arbete i socialtjänsten. Syftet med studien är att undersöka reflektionens betydelse inom socialt arbete i socialtjänsten. Studien har en abduktiv ansats och är genomförd med kvalitativa semistrukturerade intervjuer. Det empiriska materialet som har analyserats består av sex intervjuer med sex socialsekreterare/biståndshandläggare inom socialtjänsten i en kranskommun till Stockholm. Intervjuerna har analyserats utifrån en teoretisk referensram kring begreppet reflektion. Studiens resultat visar att reflektion kommer till uttryck på flera olika sätt i det dagliga arbetet och är en naturlig och viktig del i intervjupersonernas arbetsdag. I det praktiska arbetet sker en ostrukturerad reflektion; på egen hand och spontant tillsammans med kollegor eller mer strukturerat; vid inplanerade tillfällen under ledning till exempel i handledning och möten. Vidare framkommer det i resultatet att innebörden av reflektion handlar om ett lärande och ett välmående i arbetet. Intervjupersonerna beskriver att reflektion behövs då det sociala arbetet är komplext och känsloladdat samt att varje klient och dess problematik är unik.
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Siljelöv, Niclas. "En funktionell och motiverande grammatikundervisning i praktiken : En studie om gymnasieelevers inlärning av personliga och reflexiva pronomen på motiverande grunder." Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-69394.

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Inom svenska som gymnasialt ämne är det vanligt förekommande att elever inte upplever grammatikundervisningen som motiverande. Vanligtvis beror bristen av motivation på att elever misslyckas med att se ett nyttoperspektiv med att lära sig grammatiken bakom sitt modersmål. Detta stärks av att grammatik ofta upplevs som ett isolerat moment inom svenskundervisningen. På grund av denna negativa inställning som elever ofta har mot just grammatikundervisningen finns därför ett växande behov av att strukturera om undervisningen. Då funktionell och deskriptiv grammatik ofta har förklarats som ett tillvägagångssätt som ska leda till en mer motiverande undervisning har detta studerats genom en didaktisk design av en formell lärsekvens. Syftet av studien var därför att skapa och utpröva en didaktisk design som utgår från en funktionell grammatik, för att undersöka huruvida elever upplever detta som motiverande eller inte. För att undersöka huruvida elever upplever funktionell grammatik inom ramarna för en didaktisk design som motiverande, har denna design blivit utförd i en klass bestående av 20 gymnasieelever som läser kursen Svenska 2. För att utvärdera resultaten har enkätundersökningar, observationer, en fokusgruppsintervju samt för- och eftertest legat grund för resultatet. Resultaten av föreliggande studie påvisar att elever uppfattade denna lärsekvens som lärorik, och mer motiverande än en traditionellt präglad grammatikundervisning. Denna studie indikerar följaktligen att en funktionell grammatik inom en formellt inramad lärsekvens möjligtvis kan bidra till en starkare motivation hos gymnasieelever.
Within Swedish education in upper secondary school, it is common that students do not perceive grammar education as motivating. Usually, the lack of motivation stems from the fact that students fail to see a practical use with the acquisition of grammar within their native language, which is strengthened by the fact that grammar is often perceived as an isolated part of the Swedish education. Because of this negative attitude that students often have towards grammar education, there is therefore an ever-increasing demand to re-structure the education. Since functional, and thus descriptive, grammar have often been declared as a way to make grammar education perceived as more motivating, this has been tested in practice through a didactic design of a formal teaching sequence. The purpose of this study was therefore to construct and test a didactic design within the boundaries of a traditional grammar, and investigate whether students perceived this as motivating. In order to investigate whether students perceive that functional grammar within the boundaries of a didactic design as motivating or not, the design has been carried out in a class consisting of 20 upper secondary school students that are studying the course Swedish 2. In order to evaluate the results, questionnaires, observations, a focus group interview and pre- and post tests have been the basis to generate the results of the preceding study. The results of the study show that students regarded this teaching sequence as informative, and more motivating than a grammar education characterized by a traditional grammar. Therefore, this study indicates that a functional grammar within a formally framed teaching sequence can possibly contribute to a stronger motivation among students of upper secondary school.
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Siggaard, Jensen Sisse. "De digitale delegater : tekst og tanke i netuddannelse : en afhandling om hyperlinks i refleksiv praksis, der er face-to-interface /." Kbh. : Multivers, 2001. http://www.multivers.dk/afhandling/digital%5Fforelæs.htm.

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Ellingsen, Karl Elling. "Lovregulert tvang og refleksiv praksis : en studie av hvordan innføringen av sosialtjenestelovens kapittel 6A påvirker utformingen og gjennomføringen av tjenestene til utviklingshemmede som oppfattes å ha utfordrende atferd /." Luleå : Institutionen för hälsovetenskap, Luleå tekniska universitet, 2006. http://epubl.ltu.se/1402-1544/2006/49/.

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Blažková, Klára. "Učitel jako reflektující praktik." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-344199.

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Diploma thesis Teacher as a reflective practitioner is divided into theoretical and practical parts. The aim of theoretical part is characteristics of basic concepts related to reflection, dealing with issues of teacher education and opportunities for teachers who have already participated in the educational process. It presents the most commonly used techniques and methods of reflection and self-reflection, but other less common ones have been mentioned as well. The aim of the practical part analyses the current situation of teachers as reflecting practitioners at secondary schools with gastronomic specialization. Diploma thesis compares reflective processes among teachers of general educational subjects, professional courses and training.
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Books on the topic "Reflexiv praktik"

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Cifre Wibrow, Patricia, Arno Gimber, and Toni Tholen, eds. Fakten und Fiktionen im Zwischenraum: Autoästhetische Praktiken im 21. Jahrhundert. Ediciones Universidad de Salamanca, 2020. http://dx.doi.org/10.14201/0aq0289.

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Auf das Konzept des Zwischenräumlichen fokussiert, befasst sich dieser Band mit den komplexen Verhältnissen von Fakten und Fiktionen im Rahmen autoästhetischer Praktiken, in denen Autobiographisches und Fiktionales gezielt verbunden werden. Es geht dabei um Schreib- und andersmediale Praktiken, die allesamt die Perspektive eines sozial, (inter)kulturell und körperlich situierten und sich selbst ästhetisch situierenden Ich in den Mittelpunkt stellen. In den Blick kommen damit Inszenierungen des Selbst sowie der Zwischenraum der Selbstmodellierung, der zwischen Text und Bild entsteht oder zwischen gedrucktem Text und digitaler Erweiterung, Virtualisierung und reflexiver Vervielfältigung.
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Zimmermann, Marc, Walther Paravicini, and Jörn Schnieder, eds. Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2016 und 2017. Beiträge zu den gleichnamigen Symposien: am 11. & 12. November 2016 in Münster und am 10. & 11. November 2017 in Göttingen. WTM-Verlag Münster, 2021. http://dx.doi.org/10.37626/ga9783959870962.0.

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„Forum zur Theorie und Praxis der Hochschullehre Mathematik“, so nannte sich das vierte Hanse-Kolloquium zur Hochschuldidaktik der Mathematik, welches 2016 in Münster stattgefunden hat. Im Jahre 2017 fand dann das Hanse-Kolloquium das erste Mal gemeinsam mit der Herbsttagung des Arbeitskreises Hochschulmathematikdidaktik der Ge¬sell¬schaft für Didaktik der Mathematik statt. Veranstaltungsort war die alte Hansestadt Göttingen. Dieser Tagungsband vereinigt somit eine ganze Reihe von spannenden Beiträgen von zwei aufeinanderfolgenden Tagungen, welche für Praktiker*innen der Hochschullehre in Mathematik – aber auch für Didaktiker*innen von Interesse sein sollten. • Ideen für die Lehramtsausbildung: Analyse und Reflexion von Problemlöseprozessen; Implementierung von Computeralgebrasystemen in Fachvorlesungen; das mathematische Modellieren lehren; „Lehramts-Aufgaben“ zur Überwindung der doppelten Diskontinuität; Mathematische Methoden in der Lehrerausbildung; praxis- und projektorientiertes Lernen und Lehren. • (Stoff)didaktische Analysen für die Hochschule: Aspekte und Grundvorstellungen des Begriffs Extrempunkt; Lernumgebungen in Logik. • Untersuchungen zu Vorkursen und zur Studieneingangsphase: Studienanfänger*innen der Elektrotechnik und Informatik; Modelle zur Auswahl und Konzeption von Mathematikaufgaben in Vorkursen; Konzept zum Umgang mit Prüfungsstress und Lernblockaden; Grundlagenvorlesungen für 1000 individuell Lernende? • Zur mathematikdidaktischen Ausbildung von Lehramtsstudierenden: Inklusionssensible Mathematikdidaktik lehren; mathematikdidaktische Lehr-Lern-Labore; digitale diagnostische Testaufgaben Professionalisierung an der Schnittstelle Hochschule-Schule.
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Book chapters on the topic "Reflexiv praktik"

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Pache, Ilona. "Reflexive Praktiken der Selbstdarstellung im Bewerbungsgespräch." In Gefährdete Reziprozität, 179–288. Wiesbaden: Deutscher Universitätsverlag, 2004. http://dx.doi.org/10.1007/978-3-322-81317-6_6.

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Böhle, Fritz. "Weder rationale Reflexion noch präreflexive Praktik – erfahrungsgeleitet-subjektivierendes Handeln." In Handeln unter Unsicherheit, 203–28. Wiesbaden: VS Verlag für Sozialwissenschaften, 2009. http://dx.doi.org/10.1007/978-3-531-91674-3_13.

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Gerhard, Anette. "Vernetzungstechniken und die Herausbildung reflexiver Raum-Zeit-Praktiken." In Zirkuläre Positionen 2, 240–44. Wiesbaden: VS Verlag für Sozialwissenschaften, 1998. http://dx.doi.org/10.1007/978-3-322-89055-9_17.

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Schlachter, Birgit. "Fazit und Ausblick: Reflexion der Ergebnisse und der Forschungsmethode." In Literale Praktiken und literarische Verstehensprozesse im Feld der Serialität, 417–37. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-31003-5_9.

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Rauh, Bernard, Margit Datler, and Jean-Marie Weber. "Professionelle Triangulierung in, mit und durch Reflexive/n Praktika." In Sozialer Ort und Professionalisierung, 105–26. Verlag Barbara Budrich, 2019. http://dx.doi.org/10.2307/j.ctvqmp1n6.9.

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"Künstler und Wissenschaftler als reflexive Praktiker – ein Vorwort." In Kunstforschung als ästhetische Wissenschaft, ix—xiv. transcript-Verlag, 2011. http://dx.doi.org/10.14361/transcript.9783839416884.prf.

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Olcoń-Kubicka, Marta, Joanna Felczak, Łukasz Posłuszny, and Paweł Kubicki. "Przemiany praktyk konsumpcyjnych w gospodarstwach domowych w pierwszych miesiącach pandemii COVID-19." In ZMIANA SPOŁECZNA, PANDEMIA, KRYZYS Konteksty empiryczne i teoretyczne, 287–312. Wydawnictwo Instytutu Filozofii i Socjologii PAN, 2021. http://dx.doi.org/10.37240/9788376831985.13.

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The aim of the text is to analyze the changes in household consumption and spending due to the COVID-19 outbreak in 2020. These changes resulted from the necessity to adapt to the existing pandemic restrictions and new forms of the functioning of the economy and of the labor market. The analyzes presented in the text are based on the diary research material (448 diaries) obtained in the „Everyday life in the time of coronavirus” contest. We focus our analyzes on the following three threads: (1) observations and experiences of panic buying and identification of a crisis situation experienced in the first weeks of lockdown; (2) experiencing disrupted routine and the need to change the consumer basket and the way of shopping; (3) changes in the subjectively perceived comfort of consumption in the context of social comparison. We show that the changes caused by the COVID-19 pandemic had the greatest impact on reducing consumption, although they were unevenly distributed, both due to the financial situation of memoir writers and to the particular categories of consumed goods and services. By lowering the level of consumption, the Covid-19 made it more thoughtful and reflexive. At the same time, the pandemic made the housing living space gain new functions, thus converted it into an „Oikos” – a universe of all household activities and a center of consumption practices.
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"Transhumane Physiologie. Bilder und Praktiken des Reflexes (Thomas Willis, Robert Whytt, Marshall Hall)." In Transitions and Borders between Animals, Humans and Machines 1600-1800, 105–21. BRILL, 2011. http://dx.doi.org/10.1163/ej.9789004191815.i-200.21.

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"5. Gegenwärtige Praktiken Der Subjektivierung: Zwischen Re-Produktion, Reflexion Und Analyse Von Faszination." In Sexualisierte Nazis, 301–38. transcript-Verlag, 2017. http://dx.doi.org/10.14361/9783839438749-006.

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"4. Das Feld der zurückgekehrten Praktikerinnen und Praktiker. Konzeption und Reflexion der empirischen Untersuchung." In Interventionsalltag, 77–116. transcript-Verlag, 2018. http://dx.doi.org/10.14361/9783839443859-004.

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