Dr. phil. Josef Hofman

Die Forschung von Dr. phil. Josef Hof konzentriert sich auf empirische Schulforschung mit einem Schwerpunkt auf inklusive Didaktik, Classroom Management und die emotionale Regulation von Lehrkräften und Schüler:innen. Durch qualitative Methoden, insbesondere videobasierte Einzelfallstudien und tiefenhermeneutische Analysen, untersucht er die Dynamiken in heterogenen Klassenräumen, einschließlich der Herausforderungen durch psychosoziale Beeinträchtigungen und Fluchterfahrungen. Ein weiterer zentraler Aspekt ist die Rolle der Lehrkräftebildung und der professionellen Wahrnehmung im Umgang mit schwierigen Beziehungsdynamiken und akademischem Mobbing. Die Arbeiten verbinden bildungswissenschaftliche Fragestellungen mit Aspekten der psychischen Gesundheit, Ethik und Gedächtniskultur, etwa im Kontext der Holocaust-Bildung.

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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.