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

本研究计划一方面从课程领导的角度，探讨在教学过程中，经验的共鸣与疏离时刻是如何呈现的，以及它们之间的辩证相互关系；另一方面，如何建构个体对它们的处理。为此，在加速和数字化条件下，主体与环境的关系在理论上被认为是共振的。在这一思考过程中，在教学过程中考虑到肉体现象学。经过多年来在继续教育参与者领域的广泛发展和测试，建立了关系共振策略的理论模型：1。处理加速和数字化的时间和技术共振策略，2。处理物质性的物质共振策略，3。（三）表现与互动中的社会共鸣策略；处理身心的肉体共振策略。这些方面中的每一个又包含四种不同的战略方法，以解决这一领域的关键现象。在此过程中，对分析评价过程中的前期工作进行了归纳。在一个示范性的小规模研究项目的框架内，这种关系共振策略的理论模型-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开发和最有效的关系共振策略的检查可以被视为知识的核心收获：a)处理加速和数字化（时间和技术共振策略）和b)处理物质性（身体共振策略）-相当于被研究参与者的观点。在数字化进程中，成人教育领域课程领导者的目标群体与课程领导者职业需求的变化相关联。本实证研究旨在从成人教育/继续教育教师的角度，识别在教学过程中所经历的具体共鸣和异化时刻，并利用已有的和已测试的关系共鸣策略的启发式模型，澄清它们的（策略）使用。此外，理论方法和实证方法都应该使论证数字共振在成人教育/继续教育中富有成果，并为理论和经验主义提供进一步的联系。

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.