Dr. phil. Josef Hofman

Profil

Zusammenfassung

Josef Hofman erforscht die emotionalen und sozialen Dynamiken im Schulunterricht, insbesondere wie Lehrkräfte mit psychosozial belasteten Schülern umgehen und Beziehungen gestalten. Seine Expertise liegt in der Analyse von Klassenzimmerkommunikation, Classroom Management und emotionalen Prozessen im Unterricht — mit Fokus darauf, wie Lehrkräfte schwierige Situationen bewältigen und gleichzeitig effektiv unterrichten können.

Skills

Name

Dr. phil. Josef Hofman

Titel

Dr. phil.

Fakultät

Kultur-, Sozial- und Bildungswissenschaftliche Fakultät

Institut

Institut für Rehabilitationswissenschaften

Arbeitsgruppe

Pädagogik bei psychosozialen Beeinträchtigungen

E-Mail

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Telefon

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Quelle ↗

Zuletzt gescrapt

28.6.2026, 01:06:52

• 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

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• 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 · 23 Zitationen · 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 · 9 Zitationen · 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.

• Classroom management and emotional regulation in Holocaust education: a qualitative video-based single case study in a secondary school

  2023

  Cambridge Journal of Education · 7 Zitationen · DOI

  Holocaust education is supposed to equip students with historical knowledge. It also pursues moral learning goals with the objective of enabling students to actively engage for human rights. However, teachers frequently report concerns about teaching the Holocaust because they feel unprepared to deal with intense emotional responses by the students. Classroom research suggests that teachers usually apply classroom management strategies to deal with unexpected student behaviours. For this reason, it can be assumed that teachers also apply classroom management strategies to deal with students’ emotional responses when teaching the Holocaust. However, little is known about this specific function of classroom management in Holocaust teaching. Therefore, this paper reports on findings from an exploratory, video-based single-case study in an urban secondary school in Germany. The results suggest that the participating teacher uses an avoidant classroom management to establish a joyful lesson and repress latent fear and sadness among the students.

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