Universität zu Köln

Artmann, Michaela . Lecturer-led peer counseling-ambivalences and possibilities of a hybrid form of counseling in research-based learning. Z. Erziehwiss.. WIESBADEN: SPRINGER VIEWEG-SPRINGER FACHMEDIEN WIESBADEN GMBH. ISSN 1862-5215

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Abstract

Research-based learning in practice-oriented teacher education is currently the subject of lively research. In contrast, little empirical attention has so far been paid to advising on research-based learning, especially to advising processes on the part of students. This paper focuses on a common format that seeks to unite independent and equal peer counseling as a core element of research-based learning with research advising by lecturers (who are also examiners). As a result, characteristic tension areas arise to which the students have to relate in a communicative way. In this case study, the documentary method is used to exemplarily reconstruct how internship students enact the multi-layered and complex action design of the lecturer for the guided peer conversation and performatively process the demands placed on them. It turns out that, despite its ambivalences, they (can) use the setting differently for themselves-in contrasting action orientations and modi operandi. Based on the findings, possibilities but also limitations of peer-oriented research counseling are discussed.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Artmann, Michaela UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-562509
DOI:	10.1007/s11618-021-01064-x
Journal or Publication Title:	Z. Erziehwiss.
Publisher:	SPRINGER VIEWEG-SPRINGER FACHMEDIEN WIESBADEN GMBH
Place of Publication:	WIESBADEN
ISSN:	1862-5215
Language:	German
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language Education & Educational Research Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/56250