Pädagogisierung und Selftracking

Self-tracking and educational ambitions both strive to change people. Using a multidimensional analysis model of pedagogical communication (cf. Kade, 2004), this study identifies self-tracking as a context for (self-) pedagogization. The empirical basis is formed by semi-structured expert interviews with users and through the process of document analyses. Insights gained show the importance of the self-observation of users and their relationship to self-tracking instruments. Within these relationships, the situational interweaving of personal and external expectations as well as the handling of individually significant information about past performances and future possibilities play a central role.