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An important part of learning processes in the professional development of counselors is the integration of declarative knowledge and professional experience. It was investigated in-how-far mental health counselors at different levels of expertise (experts, intermediates, novices) differ in their availability of experience-based knowledge structures. Participants were prompted with 20 client problems. They had to explain those problems, the explanations were analyzed using think-aloud protocols. The results show that experts' knowledge is organized in script-like structures that integrate declarative knowledge and professional experience and help experts in accessing relevant information about cases. Novices revealed less integrated knowledge structures. It is concluded that knowledge restructuring and illness script formation are crucial parts of the professional learning of counselors. (Orig.).

Heterogenität der Schülerschaft, wie sie sich im Zuge eines zunehmenden binnengesellschaftlichen Pluralismus von Kulturen ergibt, stellt das professionelle Handeln von Lehrern vor neue Herausforderungen. Der mangelnde Bildungserfolg, der mit verschiedenen Dimensionen von Heterogenität einhergeht, ist ein Indikator für bestehende Probleme im Umgang mit Heterogenität. Trotz des zunehmenden Interesses am Thema fehlt es aber an einer breiten und systematisch gewonnenen Wissensbasis zur professionellen Auseinandersetzung mit Heterogenität. Unklar ist, wie pädagogische Professionalisierung besser an neue, mit wachsender Heterogenität einhergehende Anforderungen des Schulalltags angepasst werden kann. Hierzu bedarf es eines umfassenden Forschungsprogramms. In dem Beitrag wird der Rahmen für ein derartiges Programm abgesteckt, indem der Blick 1) auf vorliegende Erkenntnisse zum Zusammenhang zwischen Heterogenität und Bildungserfolg, 2) auf unterschiedliche Konzepte zum Umgang mit Heterogenität und 3) auf die Vermittlung geforderter Kompetenzen in der Lehrerbildung gerichtet wird. Die hierbei konstatierten Defizite führen zur systematischen Verortung von anzugehenden ForschungsbereichenStudent diversity, resulting from an increasing pluralism of cultures within society, is a major challenge for teachers’ professional action. The fact that problems in school achievement are associated with different dimensions of diversity hints to existing problems in dealing with diversity. Although student diversity is increasingly focused in educational discourses, a broad and systematically gained knowledge base is still lacking. It remains unclear, how the professional training and development of teachers can be adjusted to the demands of increasing diversity within schools. A comprehensive research program is needed to overcome this deficit. The paper delineates the frame for such a program by looking at 1) existing research on the relation between aspects of diversity and student achievement, 2) different concepts for dealing with diversity and 3) the acquisition of needed competencies in teachers’ training. The identified deficits lead to a systematic positioning of research arenas.

Increasing cultural diversity in classrooms leads to new professional demands for the educational staff in Germany [...] One of these challenges is to find effective ways to educate minority children. A promising way to deal with this situation is seen in engaging more teachers with migration background. The hope that is associated with the call for more minority teachers is that they entail a more adequate and professional dealing with diversity issues. Not only students, but also the faculty and the school as a whole are believed to benefit from the employment of minority teachers [...]. Research on minority teachers in Germany is just as hard to find as minority teachers themselves. Hence, there is no or little evidence that supports this hope. The paper focuses on the experiences of minority teachers within their faculty rooms. The main research questions are how teachers perceive the role that is ascribed to them by their colleagues and how these ascriptions influence their professional action. 12 in-depth biographical interviews with minority teachers were conducted. Results reveal that teachers' professional action seems to be highly dependent on their experiences within the faculty room. Faculties that embrace diversity are open to professional impulses of minority teachers and give them space to develop a \"diversity agenda\", whereas those teachers who report experiences of marginalization have difficulties in contributing their specific expertise. (Verlag).

In recent years, there is an ongoing call to employ more minority teachers in Germany's educational system. Associated with this call is the hope that minority teachers can deal with diversity issues more adequately and professionally. Students with migration backgrounds as well as majority students are believed to benefit from the employment of minority teachers. Up to now, there is little or no evidence to support this hope and previous research primarily examines teachers' perspectives. In order to explore the conditions that make it possible to realize the supposed benefits of minority teachers, [the paper] focuses on students' perspectives. It is assumed that a positive effect of immigrant or minority teachers occurs not through their mere presence but through interaction with their students and due to specific constraints and affordances of their classrooms. Relying on group discussions, an ongoing project tries 1) to reconstruct students' experiential knowledge concerning minority teachers and 2) or explore what relevance and meaning they attribute to their experiences with minority teachers. So far, the results indicate that teachers' minority statuses become relevant only in certain situations and this difference dimension seems to be tightly linked to other dimensions (e.g. age, gender, class) that are more salient for students. (Orig.).

In recent years, there is an ongoing call to employ more minority teachers in Germany's educational system. Associated with this call is the hope that minority teachers can deal with diversity issues more adequately and professionally. Students with migration backgrounds as well as majority students are believed to benefit from the employment of minority teachers. Up to now, there is little or no evidence to support this hope and previous research primarily examines teachers' perspectives. In order to explore the conditions that make it possible to realize the supposed benefits of minority teachers, the paper focuses on students' perspectives. It is assumed that a positive effect of immigrant or minority teachers occurs not through their mere presence but through interaction with their students and due to specific constraints and affordances of their classrooms. Relying on group discussions, an ongoing project tries 1) to reconstruct students' experiential knowledge concerning minority teachers and 2) or explore what relevance and meaning they attribute to their experiences with minority teachers. So far, the results indicate that teachers' minority statuses become relevant only in certain situations and this difference dimension seems to be tightly linked to other dimensions (e.g. age, gender, class) that are more salient for students. (DIPF/Orig.)

We investigate the negative knowledge of educational counselors, its development over their professional careers, and its contextualization in episodes. As a result of experiential learning, negative knowledge is knowledge about how something is not or which strategies are inappropriate for use in solving certain problems. It is assumed that this kind of knowledge is of particular relevance for the professional development of counselors. Data were collected through using a structured interview technique with 31 educational counselors. Analyses revealed discriminative and self-reflective forms of negative knowledge. In addition, they provide insights into transformations in professionals’ knowledge through various stages of professional expertise.

Heterogenität der Schülerschaft, wie sie sich im Zuge eines zunehmenden binnengesellschaftlichen Pluralismus von Kulturen ergibt, stellt das professionelle Handeln von Lehrern vor neue Herausforderungen. Der mangelnde Bildungserfolg, der mit verschiedenen Dimensionen von Heterogenität einhergeht, ist ein Indikator für bestehende Probleme im Umgang mit Heterogenität. Trotz des zunehmenden Interesses am Thema fehlt es aber an einer breiten und systematisch gewonnenen Wissensbasis zur professionellen Auseinandersetzung mit Heterogenität. Unklar ist, wie pädagogische Professionalisierung besser an neue, mit wachsender Heterogenität einhergehende Anforderungen des Schulalltags angepasst werden kann. Hierzu bedarf es eines umfassenden Forschungsprogramms. In dem Beitrag wird der Rahmen für ein derartiges Programm abgesteckt, indem der Blick 1) auf vorliegende Erkenntnisse zum Zusammenhang zwischen Heterogenität und Bildungserfolg, 2) auf unterschiedliche Konzepte zum Umgang mit Heterogenität und 3) auf die Vermittlung geforderter Kompetenzen in der Lehrerbildung gerichtet wird. Die hierbei konstatierten Defizite führen zur systematischen Verortung von anzugehenden Forschungsbereichen.Student diversity, resulting from an increasing pluralism of cultures within society, is a major challenge for teachers’ professional action. The fact that problems in school achievement are associated with different dimensions of diversity hints to existing problems in dealing with diversity. Although student diversity is increasingly focused in educational discourses, a broad and systematically gained knowledge base is still lacking. It remains unclear, how the professional training and development of teachers can be adjusted to the demands of increasing diversity within schools. A comprehensive research program is needed to overcome this deficit. The paper delineates the frame for such a program by looking at 1) existing research on the relation between aspects of diversity and student achievement, 2) different concepts for dealing with diversity and 3) the acquisition of needed competencies in teachers’ training. The identified deficits lead to a systematic positioning of research arenas.

Arbeitsprozesse werden zunehmend in Teamstrukturen organisiert. Eine wichtige Herausforderung an das Wissen und Können von Teamleitern stellt der adäquate Umgang mit Konflikten dar. In dem Beitrag wird der Frage nachgegangen, wie Teamleiter diese berufliche Kompetenz erwerben und welche Rolle Erfahrung dabei spielt. Die Kompetenz unterschiedlich erfahrener und unterschiedlich qualifizierter Teamleiter, einen authentischen Fall zu analysieren, wurde mittels der Simulation eines Teamkonflikts erfasst. Die Ergebnisse legen nahe, dass für den Erwerb dieser Kompetenz v.a. die Qualität der beruflichen Erfahrung im Zusammenspiel mit der jeweiligen Qualifikation ausschlaggebend ist. Team leaders are expected to adequately analyse team conflicts. Both content and analytical depth of cognitive processes determine teamleaders' erformance and are assumed to differ with level of expertise. A study is reported in which team leaders at four different levels of expertise (novices, semi-experts, experts, mediators) were compared in their analysis of a team conflict presented in a computer-based simulation. Few differences were found between novices and semi-experts, whereas team leaders and mediators differed both in content and in analytical depth of cognitive processes. It is not the amount of practice time itself, which substantially impacts the content and depth of team leaders' analyses of conflicts. Rather the quality of experience is crucial for developing the ability to conduct an elaborated analysis of team conflicts.(Orig.).

This chapter describes historical perspectives, the current status, and future directions of the counseling profession in Germany. It also provides information regarding counselor education, counseling practice, and diversity issues in Germany. The chapter focuses on well‐established counseling services in Germany. Some areas of nonschool counseling in Germany include career counseling, marriage counseling, drug counseling, and social psychiatric counseling. Responding to cultural and ethnic diversity is an increasing challenge for professionals working in Germany's educational, health, and social care systems. Because counseling is not seen as an autonomous academic discipline by universities, there are no general, standardized training programs that beginning practitioners have to complete to become counselors in Germany. Hence, those working as counselors, sometimes only as a part‐time job, may have considerable variability in their specific knowledge and skills.

[...] Summer's broad knowledge of ancient cultures and techniques is merely the starting point for his own creations which are situated in the present - the here and now - with traditions transcended and the future mapped out. Above all, the encounter with Hugo Kuekelhaus (1900-1984) one of the most important initiators of teaching in the fields of sense perception, architecture and ecological approaches, was in retrospect the decisive impetus in Summer's turning to ceramics. Some pieces, reminiscent of fruit forms, have their origins in this development, while others follow a further line, such as porcelain objects which were produced as a result of an exhibition project at the Meissen Porcelain Manufactory in 1999.