Dr. phil. Josef Hofman

Dr. Josef Hofman erforscht die emotionalen und beziehungsdynamischen Prozesse im Schulunterricht, insbesondere wie Lehrkräfte mit schwierigen Klassensituationen, Schüler*innen in psychosozialen Krisen und belastenden Unterrichtsthemen (wie Holocaust-Unterricht) umgehen. Seine aktuelle Arbeit konzentriert sich auf die Schnittstelle zwischen Classroom Management, emotionaler Regulation und pädagogischer Beziehungsgestaltung — er untersucht videogestützt, wie Lehrkräfte professionelle Unterrichtsqualität trotz emotionaler Herausforderungen aufrechterhalten und wie positive Lehrer-Schüler-Beziehungen gerade in Klassen mit psychosozial belasteten Schüler*innen zu besseren Lernoutcomes führen. Im Projekt FluKoS+ (2025–2028) entwickelt er gemeinsam mit Prof. Zimmermann ein Kompetenzzentrum für Schulen, die Schüler*innen mit Fluchthintergrund und Traumatisierung unterrichten. Seine Erkenntnisse sind für Schulentwicklung, Lehrkräftefortbildung und Schulträger relevant, die inklusive und emotional sichere Lernumgebungen schaffen wollen.

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• Kompetenzzentrum Flucht, Trauma und Entwicklung im Kontext Schule (FluKoS+)

  Quelle ↗

  Förderer: Bundesministerium des Innern Zeitraum: 06/2025 - 05/2028 Projektleitung: Prof. Dr. David Zimmermann, Dr. phil. Josef Hofman

• The importance of teacher-student relationships in classrooms with ‘difficult’ students: a multi-level moderation analysis of nine Berlin secondary schools

  2020

  European Journal of Special Needs Education · DOI

  Meta-analyses suggest that instructional quality in the classroom and the quality of teacher-student relationships (TSR) predict positive social-emotional and achievement-related outcomes. Psychoanalytic theory asserts that positive teacher-student relationships are particularly important for outcomes in classrooms with more students with severe psychosocial difficulties. Hence, this study tests whether classrooms with more students with severe psychosocial difficulties have better social-emotional and achievement-related outcomes when teachers have been able to establish more positive relationships with their students. Hierarchical linear regression models use nested student survey data from 32 classrooms. Results only partially support the hypothesis and suggest that too many students with psychosocial difficulties might overwhelm even teachers with strong relationship-building skills, leading to detrimental outcomes.

• Exploring academic teasing: predictors and outcomes of teasing for making mistakes in classrooms

  2019

  International Journal of Adolescence and Youth · DOI

  People in ideal learning environments recognize the value of making mistakes
\nand welcome them. However, the reality in many classrooms is that
\nstudents are ridiculed by their peers formakingmistakes. This paper explores
\nacademic teasing in schools, i.e. making fun of others for making mistakes.
\nUsing Tripod student survey data from spring 2017, this paper demonstrates
\nthe prevalence of academic teasing in a large, diverse and urban district in the
\nSouthern United States. Additionally, using Tripod data from 2012–15, this
\nstudy tests potential predictors and outcomes of academic teasing. Analyses
\napply hierarchical linear modeling (HLM). Results indicate that some students
\nof color are significantly more exposed to academic teasing than White
\nstudents, and that academic teasing is a significant predictor of students’
\nhiding and holding back academic effort. Furthermore, teachers with better
\nteaching skills have less academic teasing in their classrooms, controlling for
\nstudent body composition. Implications are discussed.