Further education as an occupation - Relational Resonance Strategies of course leaders

• Applicant: Professorin Dr. Jana Wienberg
• Subject Area: General and Domain-Specific Teaching and Learning
• Term: from 2020 to 2021
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 443845001

The research project is dedicated to the question of how experienced moments of resonance and alienation and their dialectical interrelations are presented in the teaching-learning process from the point of view of the course leader on the one hand, and on the other hand how the individual handling of them is structured. For this purpose, subject-environment-relationships under conditions of acceleration and digitization are considered resonance-theoretically. In the course of this consideration, the phenomenology of corporeality is taken into account in the teaching-learning process.After several years of extensive development and testing in the field of further education participants, a theory model of Relational Resonance Strategies been developed: 1. temporal and technoid resonance strategies in dealing with acceleration and digitization, 2. material resonance strategies in dealing with materiality, 3. social resonance strategies in performance and interaction, and 4. corporeal resonance strategies in dealing with body and mind. Each of these dimensions in turn contains four different strategic approaches to addressing the key phenomena in this area.In the course of this, the preliminary work in the analysis and evaluation process was inductive. Within the framework of an exemplary small-scale research project, this theoretical model of Relational Resonance Strategies - the partial sample is based on a set of instruments in the field of further education participants - is to be deductively transferred, tested and expanded to another research field or the target group of course leaders. The examination of the already developed and most validated Relational Resonance Strategies in further education can be regarded as a central gain of knowledge from the perspective of the course leader: a) in dealing with acceleration and digitalisation (temporal and technoid resonance strategies) and b) in dealing with corporeality (bodily resonance strategies) - equivalent to the researched participant's perspective.In the course of digitisation, the target group of course leaders in the adult education field is associated with changed professional demands on course leaders. The empirical investigation is intended to identify concrete resonance and alienation moments experienced in the teaching-learning process from the teacher's point of view in the area of adult education/continuing education and to clarify their (strategic) use by means of the heuristic model of the already existing and tested Relational Resonance Strategies.In addition, both theoretical and empirical approaches should make the argumentation figure resonance fruitful for adult education/further education and offer further connections for theory and empiricism.

• DFG Programme: Research Grants