Abstract (eng)
This thesis deals with the educational experiences of students and teachers of nursing assistants in the context of the Corona crisis and thus sheds light on how they deal with various challenges and other phenomena. This handling is located with the help of Arlie Hochschild's (2012) concepts of emotion work and is examined more closely in an inequality-theoretical light with the help of Bour-dieu (1983). The objective of this master's thesis was to situate the handling of educational experiences in the nursing assistance in terms of the sociology of emotions and to consider it in terms of inequality theory. This was achieved by identifying the application of forms of "deep acting" as well as "surface acting" (Hochschild, 2012) among trainees and teachers in the training of nursing assistance, in or-der to nevertheless enable an educational degree in the educational situation during the Corona crisis. Likewise, it could be shown that some of the identified action strategies can be classified into the concept of aspects of emotion work based on Hochschild according to Zapf et al. (2000). Further results of this research can be linked to those of Morin (2020) and Ma-hendra (2021), since also missing resources are reported. However, specific inequality aspects cannot be concluded in the present work. Likewise, as with Morin (2020), Tomietto (2020), and Callender (2021), the suffering of practical training under distance learning, or Corona crisis in general, could be con-firmed. Future research could follow up on these studies, both in terms of sociology of emotion and inequality theory, and further examine the development of health and nursing education during the Corona crisis in longitudinal terms.