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  <doc>
    <id>1612</id>
    <completedYear>2025</completedYear>
    <publishedYear>2025</publishedYear>
    <thesisYearAccepted>2025</thesisYearAccepted>
    <language>deu</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>420 Seiten</pageNumber>
    <edition/>
    <issue/>
    <volume/>
    <type>doctoralthesis</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2025-08-01</completedDate>
    <publishedDate>2025-08-01</publishedDate>
    <thesisDateAccepted>2025-07-11</thesisDateAccepted>
    <title language="deu">Lehramtsstudierende auf ihrem Weg der Professionalisierung</title>
    <abstract language="deu">Die vorliegende Studie untersucht subjektive Vorstellungen von Professionalisierung aus Sicht Studierender des Lehramts Grundschule an der Universität Passau im Rahmen unterschiedlicher Praktikumsformen: Pädagogisch-didaktisches Praktikum (PDP), Exercitium Paedagogicum (ExPaed) und Modellcurriculum (MC). Aus der Theorie heraus wurden zwei Hauptkategorien der Studie abgeleitet: Kategorie I - Inwiefern unterscheiden sich die subjektiven Sichtweisen Studierender unterschiedlicher Praktika (PDP, ExPead, MC) auf Professionalisierung? Und Kategorie II - Inwiefern unterscheidet sich die systematische Reflexion der individuellen Professionalisierung von Studierenden unterschiedlicher Praktika (PDP, ExPaed, MC)? Durch diese drei Gruppierungen ist es möglich, verschiedene Perspektiven zu berücksichtigen und Unterschiede herauszuarbeiten. Die leitfaden-gestützten ExpertInneninterviews (n = 27: 8 PDP, 10 ExPaed, 9 MC) wurden mit dem Programm f4 transkribiert und mit Hilfe der Datenanalyse-Software MAXQDA (2020/2022) inhaltsanalytisch nach Mayring (2015) ausgewertet.&#13;
Ergebnisse der Studie zeigen Abweichungen der einzelnen Studierendengruppen bezüglich biografischer Ausgangslagen für Professionalisierung. StudentInnen der einzelnen Gruppierungen nehmen Professionalisierung im systemisch-strukturellen Rahmen in Form von Praktika anders war, zeigen Unterschiede im professionellen Selbstverständnis und in den subjektiven Einflussfaktoren für Professionalisierung. Auch in der systematischen Reflexion der eigenen Professionalisierung können Diskrepanzen eruiert werden.</abstract>
    <subTitle language="deu">subjektive Vorstellungen von Professionalisierung aus der Sichtweise Studierender des Lehramts Grundschule an der Universität Passau mit unterschiedlichen Praktika - eine qualitative Studie</subTitle>
    <identifier type="urn">urn:nbn:de:bvb:739-opus4-16120</identifier>
    <licence>Standardbedingung laut Einverständniserklärung</licence>
    <author>Simone Maria Springer</author>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Professionalisierungsforschung</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Profigrafiemodell</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Lehramtsstudium</value>
    </subject>
    <subject>
      <language>deu</language>
      <type>uncontrolled</type>
      <value>Modellcurriculum</value>
    </subject>
    <collection role="ddc" number="378">Hochschulbildung</collection>
    <collection role="open_access" number="">open_access</collection>
    <collection role="institutes" number="">Sozial- und Bildungswissenschaftliche Fakultät</collection>
    <thesisPublisher>Universität Passau</thesisPublisher>
    <thesisGrantor>Universität Passau</thesisGrantor>
    <file>https://opus4.kobv.de/opus4-uni-passau/files/1612/Dissertation_Springer.pdf</file>
  </doc>
  <doc>
    <id>1685</id>
    <completedYear>2025</completedYear>
    <publishedYear>2025</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>14 Seiten</pageNumber>
    <edition/>
    <issue>3</issue>
    <volume>15 (2025)</volume>
    <type>article</type>
    <publisherName>MDPI</publisherName>
    <publisherPlace>Basel</publisherPlace>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2025-03-09</completedDate>
    <publishedDate>2025-03-09</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Promoting digital competencies in pre-service teachers : the impact of integrative learning opportunities</title>
    <abstract language="eng">Offering learning opportunities for developing digital competencies in pre-service teacher education remains challenging despite its growing importance in preparing future educators. This study investigates the effectiveness of integrative learning opportunities, called “digitally enhanced courses”, which combine subject-specific and digital learning objectives. Implemented at a German university (2019–2023). These courses aimed to promote digital competencies required for technology-supported teaching. Using survey data from 312 pre-service teachers, the research examined students’ self-assessed digital competencies, technology acceptance, and value–cost assessments through multiple measurement instruments, including TPACK scales, the Technology Acceptance Model, and Expectancy–Value beliefs. Results revealed significantly higher self-assessed digital competencies in private contexts compared to teaching situations. While mere course participation showed no significant impact, both the frequency and number of attended courses positively correlated with higher self-assessed digital skills across all TPACK dimensions. Additionally, increased technology acceptance and higher success expectations were associated with enhanced teaching-related digital competencies. The findings emphasize that the effectiveness of digitally enhanced courses is contingent upon systematic implementation and student engagement, highlighting the need for structured curricular integration of digital competency development in teacher education through comprehensive, spiral-curriculum approaches rather than isolated interventions. However, this study’s reliance on self-reported data may introduce social desirability and subjective estimation bias, and its cross-sectional design limits causal interpretations. Future research should employ longitudinal approaches to examine competency development over time, incorporate objective performance-based assessments, and explore how instructional design and curricular integration influence digital competency acquisition.</abstract>
    <parentTitle language="eng">Education Sciences</parentTitle>
    <identifier type="issn">2227-7102</identifier>
    <identifier type="doi">10.3390/educsci15030337</identifier>
    <identifier type="urn">urn:nbn:de:bvb:739-opus4-16854</identifier>
    <enrichment key="opus.import.date">2025-07-29T13:01:33+00:00</enrichment>
    <enrichment key="opus.source">sword</enrichment>
    <enrichment key="opus.import.user">deepgreen</enrichment>
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    <enrichment key="SourceTitle">Education Sciences ; 15(3), 337. - 14 Seiten. - ISSN: 2227-7102</enrichment>
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    <licence>Creative Commons - CC BY - Namensnennung 4.0 International</licence>
    <author>Verena Köstler</author>
    <author>Monika-Sybille Wolff</author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>pre-service teacher education</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>digitally enhanced courses</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>TPACK</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>technology acceptance</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>expectancy value</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>curriculum integration</value>
    </subject>
    <collection role="ddc" number="378">Hochschulbildung</collection>
    <collection role="open_access" number="">open_access</collection>
    <collection role="Import" number="import">Import</collection>
    <collection role="institutes" number="">Sozial- und Bildungswissenschaftliche Fakultät</collection>
    <collection role="FundingAcknowledgement" number="">Gefördert durch den Open-Access-Publikationsfonds der Universitätsbibliothek Passau.</collection>
    <thesisPublisher>Universität Passau</thesisPublisher>
    <file>https://opus4.kobv.de/opus4-uni-passau/files/1685/education-15-00337.pdf</file>
  </doc>
  <doc>
    <id>1998</id>
    <completedYear>2026</completedYear>
    <publishedYear>2026</publishedYear>
    <thesisYearAccepted>2026</thesisYearAccepted>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>iii, 22, 8, 11 Seiten</pageNumber>
    <edition/>
    <issue/>
    <volume/>
    <type>doctoralthesis</type>
    <publisherName/>
    <publisherPlace/>
    <creatingCorporation/>
    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2026-01-16</completedDate>
    <publishedDate>2026-01-16</publishedDate>
    <thesisDateAccepted>2026-01-07</thesisDateAccepted>
    <title language="eng">The Literate Human in the Loop: AI Feedback in Higher Education</title>
    <abstract language="eng">This cumulative dissertation, titled "The Literate Human in the Loop: AI Feedback in Higher Education," investigates the integration of Artificial Intelligence (AI) feedback systems within academic settings and the critical role of user competence.</abstract>
    <identifier type="urn">urn:nbn:de:bvb:739-opus4-19982</identifier>
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    <enrichment key="opus.doi.autoCreate">false</enrichment>
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    <licence>Creative Commons - CC BY - Namensnennung 4.0 International</licence>
    <author>Veronika Hackl</author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>AI Literacy</value>
    </subject>
    <collection role="ddc" number="378">Hochschulbildung</collection>
    <collection role="open_access" number="">open_access</collection>
    <collection role="institutes" number="">Sozial- und Bildungswissenschaftliche Fakultät</collection>
    <thesisPublisher>Universität Passau</thesisPublisher>
    <thesisGrantor>Universität Passau</thesisGrantor>
    <file>https://opus4.kobv.de/opus4-uni-passau/files/1998/Hackl_Veronika_LiterateHuman.pdf</file>
  </doc>
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