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Historians have publicly intervened in discussions around the COVID-19 pandemic, using their expertise on past crises to analyze the present. The article first presents three models of how the past, the present and the future relate to each other, drawing mainly on the work of Reinhart Koselleck: history as a teacher, the parting of the space of experience and the horizon of expectation and finally, the crisis. It then highlights the specific role of historians in a crisis, arguing that this role might ideally engender not structures of repetition, but radical newness. The text therefore invites a renewed discussion on the position of historians, including our present and future functions.

Context: Participation in Continuing Professional Development (CPD) supports the development of vocational teacher competencies. However, it is often not clear what learning methods vocational teachers use in their CPD. This study therefore investigated the CPD practices of vocational teachers in Kenya, with a specific focus on the formal and informal learning methods used. Approach: The study used a questionnaire survey to collect data from TVET teachers randomly drawn from six Technical and Vocational Colleges in Kenya's Nairobi Metropolitan Area. Descriptive and inferential analysis of the data was used to determine how frequently different learning methods are used and to identify associations between CPD practices and teacher characteristics. Findings: TVET teachers in Kenya were found to use different learning methods depending on the availability of the learning methods and the learning goals teachers have. Formal academic learning and discussions with colleagues are frequently used while collaborative learning methods and practice-based learning activities are less frequently used. Rarely used are written reflections about practice and its outcomes. Despite viewing Lecturer Industrial Attachment (LIA) as important and therefore wishing to attend LIA, more than a third of the participants indicated that they had never attended LIA. The use of professional literature is restricted to text books with limited use of primary and secondary literature. CPD activities such as mentoring, supervising other teachers, and school visits were found to form a unique category of CPD activities that is more frequently used by teachers with administrative responsibilities. Conclusion: The limited use of active learning methods that involve critical evaluation of practices and their outcomes risks limiting the ability of vocational teachers in Kenya to transform and adopt better practices. It is recommended that vocational teachers in Kenya are encouraged to adopt a broad conception of teacher CPD that embraces collaborative, reflective, and practice-based learning. (DIPF/Orig.).

This paper explores the challenges faced by educational researchers investigating the places where they work. It reviews the literature on insider research and draws upon the author's own experience of researching faculty appraisal at two Higher Education institutions where she taught. It argues that the insider/outsider dichotomy is actually a continuum with multiple dimensions, and that all researchers constantly move back and forth along a number of axes, depending upon time, location, participants and topic. The assumption that one kind of research is better than the other is challenged, and the advantages and disadvantages of insider research are discussed in terms of access, intrusiveness, familiarity and rapport. Finally, three dilemmas relating to informant bias, reciprocity in interviews, and research ethics are examined from an insider researcher's perspective, and the ways in which the author responded to these dilemmas at different points in her own four-year two-site study are critiqued.

Background: PRISM is a novel approach to support self-reflection and learning appraisal in dental students, based on a visual metaphor. The aim of this study was to evaluate whether PRISM measurements would be reproducible and sensitive to detect learning progress in undergraduate dental students in their clinical years. Methods: Voluntarily participating dental students were included. To evaluate reproducibility, a mixed cohort of 10 students each in 3(rd), 4(th) and 5(th) year (total n = 30) was recruited and received three identically structured PRISM interviews within one week without any other teaching events. To assess perceived learning progress, 29 volunteer 3(rd) year students participated in three interviews during their clinical simulation course (beginning, middle, end). Distances between Subject and Objects was measured in millimeter; objects were classified into close or branched clusters depending on their distance from each other on the PRISM board. Results: Values for perceived competencies within PRISM interviews during one week were comparable between the three time points in the mixed cohort (n = 30; p ) 0.05). Comparing the three subgroups (3(rd), 4(th) and 5(th) year, each n = 10), PRISM indicated that 3(rd) year students perceived their competencies are significantly lower than the 4(th) and 5(th) year students (p ( 0.01). 3(rd) year students had less often a branched cluster of objects than the other two groups (p ( 0.05). PRISM showed that over time, 3(rd) year students perceived a gain in their competencies in conservative dentistry and its sub-disciplines (p (= 0.01). The PRISM data indicated that by the end of the simulation course, the students appeared to show higher discrimination of their self-perceptions between sub-topics in conservative dentistry than at the start of the course (p = 0.01). Conclusion: PRISM yields a reproducible measure of individual students' learning progress. It is a promising novel approach for appraisal in dental education. Further work is needed to confirm the generalizability of the findings. (ZPID).

We report on the results of a professional development programme involving four Hungarian teachers of mathematics. The programme aims to support teachers in integrating problem solving into their classes. The basic principle of the programme, as well as its novelty (at least compared to Hungarian practice), is that the development takes place in the teacher's classroom, adjusted to the teacher's curriculum and in close cooperation between the teacher and researchers. The teachers included in the programme were supported by the researchers with lesson plans, practical teaching advice and lesson analyses. The progression of the teachers was assessed after the one-year programme based on a self-designed trial lesson, focusing particularly on how the teachers plan and implement problem-solving activities in lessons, as well as on their behaviour in the classroom during problem-solving activities. The findings of this qualitative research are based on video recordings of the lessons and on the teachers' own reflections. We claim that the worked-out lesson plans and the self-reflection habits of the teachers contribute to the successful management of problem-solving activities. (DIPF/Orig.).

The disciplines of philosophy and cultural anthropology have one thing in common: human behavior. Yet surprisingly, dialogue between the two fields has remained largely silent until now. Selfhood and Recognition combines philosophical and cultural anthropological accounts of the perception of individual action, exploring the processes through which a person recognizes the self and the other. Touching on humanity as porous, fractal, dividual, and relational, the author sheds new light on the nature of selfhood, recognition, relationality, and human life.

Aus der Sicht einer Bildung für Lebensführung ist der Umgang mit Diversität bedeutsam. Ein Blick auf die Geschichte der Disziplin zeigt auf, dass Bildung für Lebensführung vor allem mit den negativen Seiten von Vielfalt konfrontiert war. Heute erfordert eine differenzierte Auseinandersetzung mit Diversität sowohl eine Berücksichtigung fachlicher Perspektiven und einer Perspektive auf Lernende sowie ein Verständnis von Diversität als didaktische Orientierung. (DIPF/Orig.). From the point of view of education for the conduct of everyday life, dealing with diversity is important. A look at the history of the discipline shows that education for the conduct of everyday life was primarily confronted with the negative sides of diversity. Today, a differentiated examination of diversity requires both a consideration of professional and content perspectives, a perspective on learners, and an understanding of diversity as a didactic orientation. (DIPF/Orig.).

Background Self-referential cognitions are important for self-monitoring and self-regulation. Previous studies have addressed the neural correlates of self-referential processes in response to or related to external stimuli. We here investigated brain activity associated with a short, exclusively mental process of self-reflection in the absence of external stimuli or behavioural requirements. Healthy subjects reflected either on themselves, a personally known or an unknown person during functional magnetic resonance imaging (fMRI). The reflection period was initialized by a cue and followed by photographs of the respective persons (perception of pictures of oneself or the other person). Results Self-reflection, compared with reflecting on the other persons and to a major part also compared with perceiving photographs of one-self, was associated with more prominent dorsomedial and lateral prefrontal, insular, anterior and posterior cingulate activations. Whereas some of these areas showed activity in the “other”-conditions as well, self-selective characteristics were revealed in right dorsolateral prefrontal and posterior cingulate cortex for self-reflection; in anterior cingulate cortex for self-perception and in the left inferior parietal lobe for self-reflection and -perception. Conclusions Altogether, cingulate, medial and lateral prefrontal, insular and inferior parietal regions show relevance for self-related cognitions, with in part self-specificity in terms of comparison with the known-, unknown- and perception-conditions. Notably, the results are obtained here without behavioural response supporting the reliability of this methodological approach of applying a solely mental intervention. We suggest considering the reported structures when investigating psychopathologically affected self-related processing.