Biografisches Erzählen in der Hochschulbildung

Although the terms biography, reflection and reflexivity continue to claim validity in the discourse on professionalisation in educational science, they are sometimes characterised by semantic underdetermination. The authors from the fields of educational science, psychoanalysis, social psychology, art theory, phenomenology and literary studies offer theoretical, methodological and methodological approaches to contouring the terms mentioned and the associated concepts. They address questions such as: What are the relationships between biography, reflection, reflexivity and professionalisation processes? Under what conditions do reflection and reflexivity arise or occur? Which micro-processes are involved and how? The examination of the medium of the (biographical) narrative, its practice and its functions in the context of the past, present and future forms the connecting element of the individual articles.With articles by Nils Altner, Andrea Dlugosch, Melanie Fabel-Lamla, Tilmann Habermas, Moritz Heß, Marian Kratz, Lisa Niederreiter, Flora Petrik, Ilka Quindeau, Markus Rieger-Ladich, Jörg Schlömerkemper, Gregor Schuhen and Jürgen Straub.