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Further education as an occupation - Relational Resonance Strategies of course leaders

继续教育作为一种职业——课程领导者的关系共振策略

基本信息

批准号：
443845001
负责人：
Professorin Dr. Jana Wienberg
金额：
--
依托单位：
University of Labour gGmbH
依托单位国家：
德国
项目类别：
Research Grants
财政年份：
2020
资助国家：
德国
起止时间：
2019-12-31 至 2020-12-31
项目状态：
已结题

来源：
https://gepris.dfg.de/gepris/projekt/443845001?language=en
关键词：
Further education occupation Relational Resonance

项目摘要

The research project is dedicated to the question of how experienced moments of resonance and alienation and their dialectical interrelations are presented in the teaching-learning process from the point of view of the course leader on the one hand, and on the other hand how the individual handling of them is structured. For this purpose, subject-environment-relationships under conditions of acceleration and digitization are considered resonance-theoretically. In the course of this consideration, the phenomenology of corporeality is taken into account in the teaching-learning process.After several years of extensive development and testing in the field of further education participants, a theory model of Relational Resonance Strategies been developed: 1. temporal and technoid resonance strategies in dealing with acceleration and digitization, 2. material resonance strategies in dealing with materiality, 3. social resonance strategies in performance and interaction, and 4. corporeal resonance strategies in dealing with body and mind. Each of these dimensions in turn contains four different strategic approaches to addressing the key phenomena in this area.In the course of this, the preliminary work in the analysis and evaluation process was inductive. Within the framework of an exemplary small-scale research project, this theoretical model of Relational Resonance Strategies - the partial sample is based on a set of instruments in the field of further education participants - is to be deductively transferred, tested and expanded to another research field or the target group of course leaders. The examination of the already developed and most validated Relational Resonance Strategies in further education can be regarded as a central gain of knowledge from the perspective of the course leader: a) in dealing with acceleration and digitalisation (temporal and technoid resonance strategies) and b) in dealing with corporeality (bodily resonance strategies) - equivalent to the researched participant's perspective.In the course of digitisation, the target group of course leaders in the adult education field is associated with changed professional demands on course leaders. The empirical investigation is intended to identify concrete resonance and alienation moments experienced in the teaching-learning process from the teacher's point of view in the area of adult education/continuing education and to clarify their (strategic) use by means of the heuristic model of the already existing and tested Relational Resonance Strategies.In addition, both theoretical and empirical approaches should make the argumentation figure resonance fruitful for adult education/further education and offer further connections for theory and empiricism.

该研究项目致力于如何经验的共鸣和异化的时刻，以及它们的辩证相互关系的问题，在教学过程中，一方面从课程负责人的角度来看，另一方面，他们的个人处理是如何构建的。为此，加速和数字化条件下的主体-环境-关系被认为是理论上的共振。在此过程中，我们将身体现象学引入到教学过程中，经过几年的广泛发展和在继续教育参与者领域的测试，我们发展出了一个关系共振策略的理论模型：1.时间和technoid共振策略在处理加速和数字化，2。材料共振策略在处理的重要性，3。在表演和互动中的社会共鸣策略，以及4。在处理身体和心灵的共鸣策略。每一个层面又包含四种不同的战略方法，以处理这一领域的关键现象，在此过程中，分析和评价进程的初步工作是归纳性的。在一个示范性的小规模研究项目的框架内，这种关系共鸣策略的理论模型-部分样本是基于继续教育参与者领域的一套工具-将被演绎地转移、测试和扩展到另一个研究领域或课程领导者的目标群体。从课程领导者的角度来看，在继续教育中对已经发展和最有效的关系共鸣策略的检查可以被视为知识的核心获得：a）在处理加速和数字化方面（时间和类技术共鸣策略）和B）处理身体现实（身体共鸣策略）-等同于研究参与者的观点。在数码化过程中，成人教育领域课程负责人的目标群体与对课程负责人不断变化的专业要求有关。实证调查的目的是确定具体的共鸣和异化时刻经历的教学过程中，从教师的角度来看，在成人教育/继续教育领域，并澄清他们的（战略）使用的启发式模型的已经存在的和测试的关系共振策略。此外，理论和实证的方法都应该使论证数字共振对成人教育/继续教育富有成效，并为理论和实践提供进一步的联系。