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"An eye-opening and compelling ethnography about how doctors make decisions The oath that doctors take to "do no harm" suggests that patient welfare is at the center of what it means to be a successful medical professional. It is also understood, however, that hospitals are not only vessels for medical care--they are businesses, educational institutions, and complex bureaucracies with intricate codes of etiquette that dictate how each staff member should approach situations with patients. In Conflicted Care, Hyeyoung Oh Nelson provides an in-depth look at the decision-making processes of physicians at a large, prestigious academic medical center--that she calls Pacific Medical Center--and finds that more often than not patient well-being is only one of several factors governing day-to-day decisions. The steps physicians take reveal a kind of hidden curriculum of the medical world, one that is guided by status and hierarchy, bureaucracy, norms for consulting with third-parties, regulations for interactions with patients, and medical uncertainty. While at an institutional and individual level patient care continues to be integral to everything the physicians do, they are forced to reconcile that vow with these other, often-conflicting internal logics. Harm, Nelson argues, is thus built into the practice of medicine in the United States. This harm can take the form of unnecessary treatments and consultations or inadequate treatment for pain to motivate specialist intervention that would otherwise be resisted. These and other practices have the overall consequence of significantly driving up inpatient care costs, which then results in patients forgoing needed, ongoing treatment once they receive their medical bills. Drawing on a deep ethnography of physicians in the Internal Medicine Service unit, Nelson offers a sharp assessment of current policies aimed at alleviating medical costs and explains why they are ineffective. She concludes by offering novel policy and practice recommendations for health care practitioners, policy makers, and healthcare institutions"--

Medical care --- Clinical medicine --- Physicians --- Academic medical centers --- Decision making --- Psychology --- commodification of care. --- ethnography. --- hidden curriculum. --- legal risk. --- organizations. --- patient-doctor interactions. --- physicians. --- professionalization. --- socialization. --- status hierarchies.

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Der Band bietet Einblicke in die Entstehungsgeschichte und die Grundgedanken der Rekonstruktiven Sozialforschung, insbesondere der Dokumentarischen Methode und ihrer Grundlagentheorie, der Praxeologischen Wissenssoziologie. Dies wird in der Form eines Dialogs und partiell in erzählerischer Form entlang der Biografie Ralf Bohnsacks entfaltet und eröffnet einen lebendigen Zugang zu methodischen und theoretischen Fragen gerade auch für deren Vermittlung in der Lehre. Im Zentrum steht dabei die Bedeutung der Praxis: Damit ist sowohl die Forschungspraxis, inkl. der Lehrforschung, gemeint als auch die Praxis derjenigen, die Gegenstand der Forschung sind. Erläutert wird dies an Beispielen aus den Forschungsbereichen Jugend, Jugendkriminalität und Jugendgewalt sowie Organisation und Professionalisierung. Im Zentrum stehen dabei die Forschungsmethoden der Gesprächsanalyse, der Bildinterpretation sowie der Video- und Filmanalyse. In form of a dialogue and partly also by narrations fundamental ideas of the reconstructive social research, the Documentary Method and its basic theory, the Praxeological Theory of Knowledge, are imparted in a lively manner. The main focus is on the importance of practice - as well the research practice, including research training, as also the practice of those under research. All this is exemplified by research on youth, juvenile delinquency and violence and on people processing organizations and professionalisation.

basic ideas of reconstructive social research --- basic ideas of the documentary method --- basic theory --- Bedeutung der Praxis --- biografische Darstellung --- conversation analysis --- documentary method --- dokumentarische Methode --- Entstehungsgeschichte der rekonstruktiven Sozialforschung --- Forschungspraxis --- Gesprächsanalyse --- Grundgedanken der Dokumentarischen Methode --- Grundgedanken der rekonstruktiven Sozialforschung --- Grundlagentheorie --- history of the development of reconstructive social research --- interaction analysis --- Interaktionsanalyse --- Jugend --- Jugendgewalt --- Jugendkriminalität --- juvenile delinquency --- juvenile violence --- Lehrforschung --- meaning of practice --- praxeological sociology of knowledge --- Praxeologische Wissenssoziologie --- Professionalisierung --- professionalization --- reconstructive social research --- rekonstruktive Sozialforschung --- research practice --- teaching research --- transdisciplinary research --- transdisziplinären Forschungswerkstatt --- video interpretation --- Videointerpretation --- youth --- Gesprächsanalyse --- Jugendkriminalität --- transdisziplinären Forschungswerkstatt

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On the one hand, expectations of primary school teachers are high. On the other hand, a specific pedagogical professionalism of primary school teachers is doubted again and again. In fact, a compilation of requirements and competences that apply specifically to primary school teachers does not yet exist. While in the discourse on professional theory, challenges for and demands on the professionalism of secondary school teachers seem to be discussed and empirically developed, in the discourse on primary school pedagogy, methodological-didactic questions as well as structural framework conditions come into view, without grasping the consequences for the actions of primary school teachers and framing them in terms of professional theory. The aim of this volume is therefore to link the two discourses more closely and to look at the professionalisation of primary school teachers from different perspectives. Einerseits sind die Erwartungen an Grundschullehrkräfte hoch. Andererseits wird immer wieder eine spezifische pädagogische Professionalität von Grundschullehrkräften bezweifelt. Tatsächlich existiert eine Zusammenstellung von Anforderungen und Kompetenzen, die speziell für Grundschullehrkräfte gelten, bislang nicht. Während im professionstheoretischen Diskurs vorrangig Herausforderungen für und Anforderungen an die Professionalität von Lehrkräften der Sekundarstufe diskutiert und empirisch erschlossen zu werden scheinen, geraten im grundschulpädagogischen Diskurs methodisch- didaktische Fragen sowie strukturelle Rahmenbedingungen in den Blick, ohne dabei die Konsequenzen für das Handeln von Grundschullehrkräften zu fassen und professionstheoretisch zu rahmen. Ziel dieses Bandes ist es daher, die beiden Diskurse stärker miteinander zu verbinden und die Professionalisierung von Grundschullehrkräften aus unterschiedlichen Perspektiven in den Blick zu nehmen.

Education --- Philosophy & theory of education --- Schools --- Professionalisierung; Lehrer; Lehrberuf; Lehramt; Lehramtsstudiengang; Lehrerausbildung; Primarbereich; Grundschule; Grundschulpädagogik; Pädagogisches Handeln; Professionalität; Kompetenz; Profession; Inklusion; Akademisierung; Disziplin ; Anforderung; Anerkennung; Berufswahl; Lehrerpersönlichkeit; Motivation; Schulform; Geschlechtsspezifischer Unterschied; Lehrerin; Frau; Geschlechterstereotyp; Persönlichkeitsmerkmal; Volksschule; Schulgeschichte; Historische Bildungsforschung; Geschichte ; Hochschullehre; Hochschuldidaktik; Deutschunterricht; Mathematikunterricht; Sachunterricht; Erziehungswissenschaft; Fachdidaktik; Sportunterricht; Grundschulalter; Vorbereitungsdienst; Schulpraktikum; Fortbildung; Kompetenzentwicklung; Wirksamkeit; Lehrerbildung; Digitalisierung; Selbstwirksamkeit; Schulleiter; Lehrermangel; Lehrerbedarf; Schülerzahl; Nordrhein-Westfalen; Deutschland; Österreich; Professionalization; Teacher; Apprenticeship trade; Teaching profession; Teaching post; Preservice Teacher Education; Teacher education; Teacher training; Primary education; Primary level; Elementary School; Primary school; Primary school lower level; Primary school education; Primary school pedagogics; Professionalism; Professionality; Competency; Inclusion; Academization; Career Choice; Occupational choice; Type of school; Gender-specific difference; Female teacher; Women Teachers; Woman; Women; Gender bias; Individual characteristics; Learner Characteristics; Personality characteristic; General compulsory school; History of schools; History; Higher education lecturing; University lecturing; University teaching; University didactics; German language teaching; Teaching of German; Mathematics lessons; Teaching of mathematics; Instruction in natural science subjects; Primary school science and social studies; Sciences of education; Specialized didactics; Subject didactics; Education in sports; Physical education; Physical training; Second phase of teacher training; Practical training in school; Practice period at school; Further education; Further training; Skill development; Teachers' training; Digitalization; Self efficacy; Headteacher; Headteachers; School head teacher; Teacher shortage; Demand for teachers; Number of pupils; North Rhine-Westphalia; North-Rhine Westphalia; Germany; Austria