Hier finden Sie eine Liste aller Quellen, die wir für unsere Publikationen sowie in den Pilotkursen verwendet haben.
Andersen, Tom (1991). The reflecting team: Dialogues and dialogues about the dialogues. WW Norton & Co.
Andersen, Tom (1995). Reflecting Processes; Acts of Informing and Forming. You can borrow my eyes, but you must not take them away from me! In: Friedman, S. (ed.). The reflecting team in action: Collaborative practice in family therapy. New York: Guilford, pp. 11-37.
Balbinot, Valeria, Cunha, Juliana, Dionísio, Maria de Lourdes , & Tamburlini, Giorgio (2016). LITERACY IN ITALY COUNTRY REPORT – SHORT VERSION: ELINET – The European Literacy Policy Network.
Balboni, Paolo E. (2021). Formare i docenti di lingue: è possibile capovolgere lo schema? Italiano Lingua Due, V.13, N.1(2021). [https://riviste.unimi.it/index.php/promoitals/article/view/15851]
Benedetti, Fausto. (2018). Viaggio nell’Istruzione degli Adulti in Italia. Alla scoperta di esigenze, problemi e soluzioni (vol. 1).[ https://www.cnos-fap.it/sites/default/files/newsletter/viaggio-istruzione-adulti-in-italia.pdf]
Benedetti, Fausto. (2020). Viaggio nell’Istruzione degli Adulti in Italia. Luoghi, strumenti e sperimentazioni“(vol. 2). [https://issuu.com/indire/docs/istruzione_degli_adulti_22.06]
BERA – Basic Education for Roma Adults. (2018). Manuale per l’istruzione di base degli adulti Rom. [https://www.caritasambrosiana.it/Public/userfiles/files/IO1_Italien_FINAL(2).pdf]
Bildung, Fachgruppe Basisbildung Bundesministerium für. (2017). Prinzipien und Richtlinien für Basisbildungsangebote. Für Lernangebote im Rahmen der Initiative Erwachsenenbildung. Wien.
BILL – Institut für Bildungsentwicklung Linz in Kooperation mit FAB/Fachgruppe Basisbildung. (2019). Basisbildung: von der praxis zu den prinzipien. von den prinzipien zur praxis – und zurück. [Download]
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Buncák, Ján , Štrbíková, Zuzana, Mesárošová, Adriana , Pathóová, Ildikó , Štepánková, Júlia , Sklenárová, Iveta Árva, Faško, Tomáš. (2013). SURVEY OF ADULT SKILLS (PIAAC). Slovakia.
Busse, Stefan. (2019): Das Kompetenzparadoxon, in Positionen: Beiträge zur Beratung in der Arbeitswelt, Kassel. [https://kobra.uni-kassel.de/bitstream/handle/123456789/11739/kup_9783737607292.pdf?sequence=1&isAllowed=y]
Caon, Fabio; Brichese, Annalisa. (2019). Insegnare italiano ad analfabeti. Torino: Loescher
Casi, Paola. (2017). Le competenze a 360° degli alfabetizzatori degli adulti: un’alta professionalità per rispondere a situazioni di estrema fragilità. [http://www.italianoperme.it/documents/appello/AttiILSA2017Ridotto.pdf]
Cohen, A.M./Smith, R.D. (1976): The Critical Incident in Growth Groups, San Diego.
Cominetti, Enrica A. (2021). Il cooperative learning nella classe di lingua seconda come strumento di incremento di motivazione. Bollettino Itals Anno 19, numero 87 Febbraio 2021.
Cox, Jane A; Bañez, Lynn; Hawley, Lisa D and Mostade, Jeffrey (2003). Use of the reflecting team process in the training of group workers. Journal for Specialists in Group Work, Vol.28, No 2, pp. 89-105. [https://www.tandfonline.com/doi/abs/10.1177/0193392203028002002]
Cox, Jane Anne (1997). Use of reflecting teams in counselor supervision: Supervisees‘ and supervisors‘ perceptions. Kent State University.
Darling-Hammond, Linda and McLaughlin, Milbrey W (1995). Policies that support professional development in an era of reform. Phi delta kappan, Vol.76, No 8, pp. 597-604.
Deutsches Institut für Erwachsenenbildung (Hrsg.). (2019). Curriculum Finanzielle Grundbildung. Bonn: DIE.
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Dunn, Thomas G., Constance Shriner. 1999. Deliberate practice in teaching what teachers do for self-improvement. Teaching and Teacher Education, Vol. 15 (1999), 631-651.
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Ericsson, K. Anders (2009). Enhancing the Development of Professional Performance: Implications from the study of deliberate practice. In: Ericsson, K. Anders (ed.). Development of professional expertise: toward measurement of expert performance and design of optimal learning environments. New York, Cambridge: Cambridge University Press, pp. 405-431.
Ericsson, K. Anders (ed.) (2018). The Cambridge handbook of expertise and expert performance (Second edition. ed.).
Ericsson, K. Anders (2021). Toward a Science of the Acquisition of Expert Performance in Sports: Clarifying the Differences between Deliberate Practice and Other Types of Practice. Journal of Sports Science, Vol. 38, No 2, 159-176.
Ericsson KA, Prietula MJ, Cokely ET. The making of an expert. Harv Bus Rev. 2007 Jul-Aug;85(7-8):114-21, 193. PMID: 17642130.
Ericsson, K. Anders; Krampe, Ralf Th. and Tesch-Römer, Clemens (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, Vol.100, No 3, pp. 363-406.
Erwachsenenbildung, Bundesministerium für Bildung Abteilung II/5 –. (2017). Rahmencurriculum „Fachspezifische Ausbildung für BasisbildnerInnen“.
Finnish National Agency for Education. (2017). NATIONAL CORE CURRICULUM FOR BASIC EDUCATION FOR ADULTS 2017 – Literacy training phase and introductory phase.
Fletcher-Wood, Harry. (2015). All teacher training should be practice-based. Improving Teaching. [https://improvingteaching.co.uk/2015/10/11/practice-files-everything-is-practice/]
Fletcher-Wood, Harry. (2018). Problems with deliberate practice: can we use it in teacher education? Improving Teaching. [https://improvingteaching.co.uk/2018/10/28/critiquing-deliberate-practice-is-it-useful-in-teacher-education/]
Freire, Paulo. (2005 [1971]). Pedagogy of the oppressed – [30TH ANNIVERSARY EDITION]. New York: continuum.
FSEA, Fédération suisse pour la formation continue. Rahmenprofil für die Ausbildung der Ausbildenden (AdA) im Bereich Grundkompetenzen.
Grotluschen, Anke , Buddeberg, Klaus , Koch, Sophie , Berndl, Alfred , & Tröster, Monika (2016). LITERACY IN AUSTRIA: COUNTRY REPORT ADULTS: ELINET – The European Literacy Policy Network.
Hefler, Günter ; Steinheimer, Eva and Wulz, Janine (2018). Die Aufgaben der Basisbildung und die Kompetenzen der BasisbildnerInnen. In: Göhring, Silvia (ed.). Die vergessene Hälfte – Erwachsenenbildung für Bildungsbenachteiligte in der Zusammenschau von Wissenschaft und Praxis – Isotopia 2018/96. Graz: Isop Graz, pp. 13-24.
inspire – Verein für Bildung und Management. (2011). Handbuch: Entwicklung von Qualität in der Basisbildung und Alphabetisierung. Netzwerk Basisbildung und Alphabetisierung. [https://erwachsenenbildung.at/basisbildung-pdfs/in-bewegung-handbuch-qualitaetsentwicklung.pdf]
Jäckel, Christiane and Weber, Corinna (2014). Auswirkungen von Settingveränderungen bei der Methode „Reflecting Team “auf den Beratungsverlauf Praxisfelder der systemischen Beratung: Springer, pp. 95-119.
Keep, Ben. (2020). DELIBERATE PRACTICE IN THE CLASSROOM. The Learning Agency Lab. [https://www.the-learning-agency-lab.com/the-learning-curve/deliberate-practice-in-the-classroom/]
Koller, Julia, & Radtke, Carolin. (2019). Professionalisation of Teachers in Work-Oriented Basic Education: Process Orientation as a Special Competence Requirement of Teachers.
Löffler, Cordula, & Korfkamp, Jens. (2016). Handbuch zur Alphabetisierung und Grundbildung Erwachsener. Münster: UTB.
Luomi-Messerer, Karin (2009). Using the VQTS model for mobility and permeability – Results of the Lifelong Learning project VQTS II. Vienna
Luomi-Messerer, Karin and Markowitsch, Jörg (2006). VQTS model – A proposal for a structured description of work-related competences and their acquisition. Vienna
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Machalová, Mária. (2017). Psychológia a andragogika na pomoc dospelému človeku. [https://www.prohuman.sk/psychologia/psychologia-a-andragogika-na-pomoc-dospelemu-cloveku]
Markowitsch, Jörg; Becker, Matthias; Spöttl, Georg and Luomi-Messerer, Karin (2008). Putting Dreyfus into Action: the European credit transfer system. Journal of European Industrial Training, Vol.32, No no. 2/3, pp. 171-186.
Matini, Claudia. (2020). 5 suggerimenti cooperativi per gestire la classe: interazione promozionale anche in DDI. Scintille.it. [https://scintille.it/suggerimenti-di-cooperative-learning-per-la-gestione-della-classe/]
Matini, Claudia. (2020). Revisione del lavoro: imparare ad imparare con il cooperative learning. Scintille.it [https://scintille.it/revisione-lavoro-gruppo-cooperazione/]
McClendon, Cristie, Robin Massey Neugebauer, Amanda King. 2017. GRIT, GROWTH MINDSET, AND DELIBERATE PRACTICE IN ONLINE LEARNING. Journal of Instructional research, Vol. 6 (2017).
OECD (2019). TALIS 2018 results: Teachers and school leaders as lifelong learners: TALIS, OECD Publishing Paris.
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Scott, Michael J., Gheorghita Ghinea. (2013). Educating programmers: A reflection on barriers to deliberate practice. The Higher Education Acadamy.
Schiersmann, Christiane; Weber, Peter; Petersen, Crina-Maria. et al. (2013): Kompetenzprofil und Kompetenzerfassung für Beratende – am Beispiel des Feldes Bildung, Beruf und Beschäftigung, Kassel http://www.uni-kassel.de/upress/online/OpenAccess/978-3-86219-622-7.OpenAccess.pdf
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Villegas-Reimers, Eleonora (2003). Teacher professional development: an international review of the literature. International Institute for Educational Planning Paris.
Von Schlippe, Arist and Schweitzer, Jochen (2019). Systemische Interventionen. utb GmbH.
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Winther, Esther; Paeßens, Jessica; Ma, Beifang; Tröster, Monika and Bowien-Jansen, Beate (2021). Auf dem Weg zu mehr Kollaboration: Kollaboratives Lernen als Ansatz der Lehrkräfteprofessionalisierung in der Grundbildung. ZfW, Vol. 44, pp. 285-309.
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