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In this paper the notion of “mathematics profiles” and “instructional behaviour profiles is introduced. A brief explanation of what these profiles are and how they were constructed and represented for preservice mathematics teachers is provided. An example of one of the participants’ profiles is included as an example. The influence of the pre-service teachers’ mathematics profiles on their instructional behaviour is then discussed. This is done with regard to using the mathematics profiles as a potential tool to optimise the development of pre-service mathematics teachers’ instructional behaviour towards a more reform-oriented approach.

Mathematics learning seems to be a demanding and time-consuming task for many learners. Information and communication technology (ICT) is an attractive tool of learning for students at any level and it can provide an effective atmosphere for understanding mathematics. The question is how to combine mathematics teaching contents, approaches, curricula, and syllabus with new media. The key issue in European educational policy (and other countries as well) is exchange and sharing digital learning resources (learning objects) among countries. In order to accumulate the practice of various countries and use the best digital resources created by different countries, it is necessary to localize learning objects (LO). The paper deals with some problems connected with localization of LO, developed for mathematics education, and presents some solution. Software localization is mainly referred to as language translation (e.g., translation of user interface texts and help documents). However, there are many other important elements depending on the country and people who will use the localized software. In this paper, the main attention is paid to localization of learning objects used for teaching and learning mathematics.

Open educational podcasts have become a popular medium of communication in decentralised teaching and learning environments, commanding a growing interest in education and digital media studies. Previous research on the efectiveness of educational podcasts for teaching and learning – mainly through user self-reports and experimental designs – has shown that podcasting can, for example, enhance skills development in language learning (e.g., Anzai, 2007), increase understanding of the material covered in lectures (e.g., Bongey, Cizadlo & Kalnbach, 2006), and be benefcial as a supplemental tool which helps to reinforce core course content (e.g., Gachago, Livingston, & Ivala, 2016). Very little research has been performed on podcasts that use narratives and storytelling approaches to help connect students more easily with classical theories in their feld (e.g., Drew, 2017). Yet, several questions remain open: How could podcasts be best integrated into higher education, teaching, and learning? What motivates learners to use these podcasts? What challenges and bottlenecks do they face in using them? ... The paper concludes with recommendations for its practical application and future research to explore learners’ motivation and listening behaviour. [Aus: Einleitung]

Summaries in German and English / Die Zielgruppe der jungen Erwachsenen erhalt in evangelischen Kirchengemeinden und Jugendverbanden wenig Aufmerksamkeit. Zudem liegt kaum wissenschaftliche oder gemeindliche Literatur vor - noch weniger im direktem Bezug auf Mitarbeiterforderung der Altersgruppe 18- bis 22-Jahriger. Folglich hat die vorliegende Arbeit sich der Aufgabe gewidmet, eine Theorie der Mitarbeiterforderung zu entwickeln. Sie wird in Form von Prinzipien abgebildet, die eigens auf die Bedurfnisse von Nachwuchsmitarbeitern innerhalb der Teenagerarbeit eingehen. Die zu entwickelnden Leitlinien bilden sich zunachst aus zwei Quellen. Sie ergeben sich zum einen aus dem neutestamentlichen Befund zu 2Tim 2,2, zum anderen aus der Untersuchung von Literatur aus Gemeindepadagogik, CVJM und evangelischer Landeskirche sowie der Personalfuhrungslehre. Die durch Synopse gebildeten Prinzipien werden an der Empirie gepruft und erganzt. Das geschieht durch eine qualitative Vergleichsstudie innerhalb eines CVJM Ortsvereins in Baden. Auf der Basis der erarbeiteten Prinzipien der Mitarbeiterforderung entwickelt die Miterarbeit Anstosse fur die Praxis. / The target group of young adults (18-22 years) receives little attention in protestant churches and youth associations. Hardly any literature at all is available, even less on the training and support of voluntary leaders. Therefore, this dissertation attempts to develop a theory for training and supporting voluntary workers, portrayed in the form of principles aiming at the needs of upcoming junior leaders in teenage work. The developed guidelines originate from two sources, namely the New Testament findings around 2Tim 2,2 and the research literature in the areas of theory and methodology of Christian education, YMCA work, state church publications and personnel management and leadership. These principles, worked out through a textual comparison, are verified and complemented by empirical knowledge gathered from a qualitative study within a local YMCA group in Baden. Based on the theoretical findings, this dissertation offers practical help for the training and support of voluntary workers. / Practical Theology / M. Th. (Practical Theology)

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Informations- und Kommunikationstechnologien bieten heute neuartige Möglichkeiten für den Unterricht. Die didaktisch ertragreiche Nutzung dieser neuen Medien verlangt allerdings die Veränderung sowohl der Organisation wie auch der Methoden und Rollen des Lehrens und Lernens, die, wie empirische Studien zeigen, bei großen Teilen der Lehrerinnen und Lehrer noch aussteht. Zielstellung dieser explorativen Studie ist die Entwicklung und empirische Überprüfung eines Lehrerfortbildungskonzeptes, das eine nachhaltige Veränderung des unterrichtlichen Handelns bewirken kann. Im theoretischen Teil der Arbeit werden zunächst mediendidaktische Erkenntnisse diskutiert und daraus der inhaltliche Ansatz der Fortbildung, die Umsetzung einer problemorientierten Lernumgebung mit neuen Medien im Fach Englisch entwickelt. Die Ursachenanalyse der bestehenden didaktischen Defizite im Unterricht mit neuen Medien aus Sicht der professionswissenschaftlichen Forschung zum Lehrerwissen und -handeln zeigt die Veränderungsresistenz unterrichtlicher Routinen, aufgefasst als Unterrichtskripts, auf. Hier setzt die Fortbildung methodisch mit einem dreischrittigen Verfahren an, das den Erwerb neuen Wissens mit dessen praktischer Erprobung und Reflexion verbindet. Dem empirischen Teil der Arbeit liegt ein Prä-Post-Untersuchungsdesign zugrunde, zu denen die unterrichtlichen Handlungsmuster der Lehrpersonen als Niederschlag ihrer Unterrichtsskripts im Fremdbeurteilungsverfahren erfasst werden. Die Analyse der Veränderung auf Gruppenebene mit quantitativen Verfahren und die Auswertungen auf Ebene der einzelnen Lehrpersonen mittels typisierender Verfahren zeigen eine Hinwendung zu einem problemorientierten Lehren und Lernen sowohl im Hinblick auf die gewählte Aufgabenstellung als auch in ihren Ablauf- und Interaktionsmustern. Insgesamt weist die Studie das Fortbildungskonzept als einen fruchtbaren Ansatz dafür aus, eine Neuorientierung beim Unterricht mit neuen Medien anzustoßen. / In today’s modern information society and knowledge economy new media offer novel possibilities for teaching and learning processes in school. Nevertheless, an effective use of new media in instruction requires changes in its organisation as well as in teaching methods and the role of the teacher. Empirical studies show that many teachers still have to implement this kind of reorientation. This explorative study aims to develop and test a concept for the professional development of teachers, which leads to a sustained change of their teaching. Based on prior research on media in instruction, a theoretical framework is developed that applies problem-based learning to the professional development of teachers of English. Also, didactical deficits in the use of new media in instruction are analyzed with a focus on teachers’ cognition. It shows that the existing teaching routines, represented in the form of lesson scripts, constrain a reorientation of teacher performance. Hence, the professional development focuses on changing these routines by devising a procedure consisting of three steps, which combines the acquisition of new knowledge with practicing it and reflecting the practice. The empirical part of this thesis is based on a pre-postdesign. For all participants of the professional training the patterns of action in class were observed and tested in a third-party assessment. The data was transformed into lesson scripts. Both the analysis at group level, which used quantitative methods, and the analysis on the individual level of the teacher using classifying methods showed that after the training the participants made more use of problem-based teaching and learning. This reorganisation happened on the level of the chosen tasks as well as with regard to the interaction models. All in all, the study showed that the concept of professional training developed for this study is a promising approach to initiate the required reorientation in education with new media.

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