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Lehrbezogenes Wissensmanagement in der Hochschullehre: Entwicklung,Beschreibung und Einsatzmöglichkeiten des Reflexionsinstruments LeWiMa (Teaching-related Knowledge Management in Higher Education: Development, Description and Potential Uses of the Reflection Instrument LeWiMa)
Journal
Der pädagogische Blick
ISSN
0943-5484
Type
journal article
Date Issued
2021
Author(s)
Abstract (De)
Einer ihrer Kerntätigkeiten nachkommend, erarbeiten Hochschuldozierende jedes Semester unter Einsatz personeller, zeitlicher und finanzieller Ressourcen eine Vielzahl an Lehrkonzepten und Lehr-/Lernmaterialien. Lehrbezogenem Wissensmanagement, d. h. der systematischen, effizienten und nachhaltigen Nutzung von Wissen im Kontext Lehre, wird bis dato häufig wenig Bedeutung beigemessen. Das übergreifende Ziel bestand deshalb darin, ein theoriebasiertes und praktikables Reflexionsinstrument zu entwickeln, das es Dozierenden ermöglicht, ihr pädagogisches Arbeitshandeln respektive ihren Umgang mit lehrbezogenem Wissen aus einer wissensmanagementtheoretischen Perspektive in den Blick zu nehmen. In diesem Beitrag beschreiben wir die theoretische Fundierung, die Entwicklung, den Aufbau und wesentliche Einsatzmöglichkeiten des Instruments (LeWiMa). Es soll Dozierenden dabei helfen, ihr lehrbezogenes Wissensmanagement systematisch zu reflektieren, etwaige Verbesserungspotenziale, Kompetenz- und Fortbildungsbedarfe zu erkennen und bedarfsorientierte Maßnahmen zu ergreifen, durch die sie ihre Lehre mittel- und langfristig effizienter, systematischer, offener und nachhaltiger gestalten können. | Schlüsselwörter: Wissensmanagement, Dozierende, Hochschullehre, Reflexion,
Professionalisierung, Nachhaltigkeit | Abstract: In fulfilling one of their key tasks, university lecturers develop vast amounts of teaching and learning concepts and materials every semester, using human, time, and financial resources. Until now, little importance has been attached to teaching-related knowledge management, i.e. the systematic, efficient, and sustainable use of knowledge in the context of higher education. Consequently, our overall aim was to develop a theory-based and easy-to-use reflection tool which enables university lecturers to observe and evaluate their handling of teaching-related knowledge from a knowledge management theory perspective. In this article, we describe the theoretical foundation, the development, the structure, and the essential application possibilities of the instrument LeWiMa. It is intended to help lecturers systematically reflect on their teaching-related knowledge management, to identify potential for improvement, qualification, and training needs, and to take demand-oriented measures which will enable them to make their teaching more efficient, systematic, open, and sustainable in the medium term and long term. | Keywords: Knowledge Management, Lecturers, Higher Education, Reflection, Professionalization,
Sustainability
Professionalisierung, Nachhaltigkeit | Abstract: In fulfilling one of their key tasks, university lecturers develop vast amounts of teaching and learning concepts and materials every semester, using human, time, and financial resources. Until now, little importance has been attached to teaching-related knowledge management, i.e. the systematic, efficient, and sustainable use of knowledge in the context of higher education. Consequently, our overall aim was to develop a theory-based and easy-to-use reflection tool which enables university lecturers to observe and evaluate their handling of teaching-related knowledge from a knowledge management theory perspective. In this article, we describe the theoretical foundation, the development, the structure, and the essential application possibilities of the instrument LeWiMa. It is intended to help lecturers systematically reflect on their teaching-related knowledge management, to identify potential for improvement, qualification, and training needs, and to take demand-oriented measures which will enable them to make their teaching more efficient, systematic, open, and sustainable in the medium term and long term. | Keywords: Knowledge Management, Lecturers, Higher Education, Reflection, Professionalization,
Sustainability
Language
German
HSG Classification
contribution to scientific community
Refereed
Yes
Publisher
Beltz Juventa
Volume
29
Number
2
Start page
129
End page
139
Pages
11
Subject(s)
Division(s)
Eprints ID
266172