10. Teacher Education Research
Paper
Lecturer Perceptions of Teaching and Learning of Preservice Teachers Commencing Teaching Prior to Graduation: Case Studies from Australia and Sweden
Sandra Jederud1, Linda Mahony2, Sharon Louth2
1Mälardalen university, Sweden; 2University of the Sunshine Coast, Australia
Presenting Author: Jederud, Sandra;
Mahony, Linda
This comparative paper examines education policies across Swedish and Australian contexts relating to the world-wide teacher shortage with a focus on students who undertake a teaching role whilst simultaneously completing their university studies. Universities have responded to the teacher shortage by re-organising teaching and learning to accommodate these students working into the teaching profession. These ways of organising teacher education are described as “good examples of ways to combine theory and practice and by these means prepare students well for their work at school and in the classroom” (Swedish Government, 2020). There is an increased emphasis on the significance of work-based learning in enhancing students' preparedness for the workforce (McManus & Rook, 2021; Raelin, 2007). This has prompted a closer examination of the interplay between off-campus and on-campus learning (Caspersen & Smeby, 2021). Essentially, students encounter challenges in translating academic knowledge into practical, didactic knowledge (Nilsson, 2008) and face difficulties in applying their academic learning to solve real-world problems in new contexts (Ramsden, 2003).
Ongoing deliberations in higher education revolve around finding ways to support students in making successful transitions from university to the workforce. This discourse stems from an awareness of the disparities between these two environments, particularly the gap between university studies and the demands of the workplace (Biemans et al., 2004; Finch et al., 2007).
We provide insights from university lecturers about their perception of students´ learning when organising teacher education and educating student teachers in this way to address the teacher shortage. We consider how policy contexts have shaped and reshape practices and ponder the potential impact for the teaching profession. We also consider the resonances, and points of tension, across and within the different national settings, to assist us to understand the teaching and learning practices in universities.
Informed by the insights of Akkerman and Bakker (2011), the theoretical framework of boundary crossing helps conceptualize lecturers’ perceptions and the nature of WIL (Work-Integrated Learning) students' learning in relation to ricocheting between their work life as a teacher and their learning journey as a student. These students continuously cross the role boundaries between teacher and student hence the experiences of their lecturers through the boundary crossing framework is clearly relevant. Viewing boundary crossing through this lens enables a detailed understanding of the specific contextual relationships required, particularly in assessing learning opportunities that necessitate collaboration between different institutions (Akkerman & Bruining, 2016). This perspective holds particular significance in professional education, where apprenticeships are recognised as valuable avenues for facilitating successful transitions between university and workplaces. The perception is that the differences between these educational contexts serve as sources for development (Tuomi-Gröhn & Engeström, 2003). Rather than dismissing boundaries between contexts, they can be leveraged in exercises to help students contextualise their knowledge in alignment with the collaborative demands of their work (Andersson, 2016).
The aim of this paper is to examine the impact of boundary crossing in the teaching and learning environment of initial teacher education providers and to provide insights what this way of organizing teacher education entails. The following research questions have been formulated to achieve these aims:
- What are university lecturers’ perceptions regarding student teachers’ learning who commence teaching prior to completing their university degree?
- What is made possible or hindered through boundary crossing in this way of organizing teacher education (WIL)?
- What are the resonances, and points of tension, across and within different national contexts?
Methodology, Methods, Research Instruments or Sources UsedThis project is an Ethnographic study of the experiences (Mills & Morton, 2013) of university lecturers teaching student teachers undertaking early teaching contracts in Sweden and Australia. Ethnography is useful for understanding ways of working and living as it studies social behaviors, dispositions and interactions between people and their environments in particular fields (Mills & Morton, 2013).
Participants in both Sweden and Australia were recruited through purposive sampling based on the purpose and needs of the study to address the research aim and questions (Corbin & Strauss, 2008; Warren, 2002). The aim of this study was to explore the perceptions of university lecturers who work with student teachers on a conditional teaching contract, therefore university lecturers who have taught these students, were recruited to participate in a semi-structured interview. In Sweden, six university lecturers volunteered, all women aged 41 to 74, had 5 to 25 years of teaching experience at the university and 5 to 28 years of experience as teachers in schools. They taught subject courses or courses in educational science. In Australia, three men and eight female university lecturers volunteered to participate in the study. Similarly, they were aged between 32 and 70, with varying experience teaching in universities and schools from 5 – 30 years.
In both Sweden and Australia, university lecturers participated in a semi-structured interview. During the interviews, participants were asked questions about their perceptions of work-integrated students' learning opportunities within university courses. Intrapersonal-level questions focused on perceived differences between work-integrated students and regular program students in terms of learning opportunities and how work-integrated students approached their university studies. Interpersonal-level questions explored possibilities or barriers perceived in teaching work-integrated student teachers. All interviews were recorded and transcribed verbatim.
In both countries, the researchers independently and carefully read the transcripts to identify patterns in the data, which were compared and coded into themes based on the overall research purpose (Fejes & Thornberg, 2019). The abductive procedure involved a continual back-and-forth between research data and theoretical considerations (Rinehart & Carlson, 2021). Data were organised by identifying common trends and specific findings related to the overall objective (Brinkmann & Kvale, 2015), resulting in a more transparent and securely founded analysis. The themes were not sorted in order of importance, and representative quotes from respondents were chosen based on recurrence in the data. The analysis process remained aligned with the study's aim, questions and theoretical framework (Brinkmann & Kvale, 2015).
Conclusions, Expected Outcomes or FindingsSwedish initial teacher education lecturers perceive that a complex situation arises wherein they contemplate how learning for WIL students should be organised within campus courses. Some WIL students exhibit a deeper understanding of how academic studies can be put into practice, elevating university teaching to a higher level. These coordination processes create opportunities for more reflective and advanced learning. However, many WIL students tend to identify as ready teachers seeking hands-on material, viewing campus courses and university teachers as supportive resources.
Australian initial teacher education lecturers spoke about an absence of unified practices where it was left up to individual course coordinators to determine how they re-organise their way of working to accommodate for the needs of these student teachers who were often in rural and remote locations and could not attend classes on campus. This was problematic as they had no guidance to base their practices.
In both countries University lecturers spoke about student teachers’ loss of drive to engage in their university studies. They perceived that students considered themselves ´almost ready teachers’ so all they needed to do was complete the minimum to pass their degree. University lecturers considered that the culture of the school, or the praxis shock (Ballantyne & Retell, 2020), influenced the pedagogy of student teachers.
The study argues for stronger collaborations between universities and schools to bridge the gap between theory and practice for student teachers. The current reactive approach should shift to proactive and holistic collaborative models, prioritizing the success and well-being of student teachers at the boundary between university and school settings. By adopting such models, student teachers can thrive in navigating these boundaries, rather than merely surviving. Passow and Passow (2017) emphasize the need to integrate real-world learning from Work-Integrated Learning into the curriculum for an effective educational arrangement.
ReferencesAkkerman, S. F. & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132–169.
Akkerman, S., & Bruining, T. (2016). Multilevel boundary crossing in a professional
development school partnership. Journal of the Learning Sciences, 25(2), 240–284.
Andersson, A. (2016). Boundaries as mechanisms for learning in emergency exercises
with students from emergency service organizations. Journal of Vocational
Education & Training, 68(2), 245-262.
Ballantyne, J. & Retell, J. (2020). Teaching careers: Exploring links between well-being,
burnout, self-efficacy and praxis shock. Frontiers in Psychology, 10, 2255.
Biemans, H. J. A., Nieuwenhuis, A. F. M., Poell, R. F., Mulder, M., & Wesselink, R. (2004).
Competence-based VET in the Netherlands: Backgrounds and pitfalls. Journal of
Vocational Education and Training, 56(4), 523–538.
Brinkmann, S., & Kvale, S. (2015). Interviews: Learning the craft of qualitative research
interviewing. Sage.
Caspersen, J. & Smeby, J.C. (2021). Placement training and learning outcomes in social work
education, Studies in Higher Education, 46(12), 2650–2663,
Corbin, J. & Strauss, A. (2008). Basics of qualitative research (3rd ed.). SAGE.
Fejes, A., & Thornberg, R. (2019). Handbok i kvalitativ analys (Handbook in qualitative
analysis). Liber.
Finch, C., Mulder, M., Attwell, G., Rauner, F., & Streumer, J. (2007). International
comparisons of school-to-work transitions. European Education Research Association
Journal, 3(2), 3–15.
McManus, L. & Rook, L. (2021). Mixed views in the academy: academic and student
perspectives about the utility of developing work-ready skills through WIL. Studies in
Higher Education, 46(2), 270–284.
Mills, D. & Morton, M. (2013). Ethnography in education. SAGE
Nilsson, P. (2008). Learning to teach and teaching to learn. Primary science student
teachers’ complex journey from learners to teachers. [Doctoral dissertation,
Link.pings university].
Passow, H.J. & Passow, C.H. (2017). What competencies should undergraduate engineering
programs emphasize? A systematic review. Journal of Engineering Education, 106(3),
475–526.
Raelin, J.A. (2007). The Return of Practice to Higher Education: Resolution of a Paradox.
Journal of General Education, 56(1), 57–77.
Ramsden, P. (2003). Learning to teach in Higher Education, 2:nd edition. Routledge
Rinehart, E. K., & Carlson, L. D. (2021). Abductive Analysis in Qualitative inquiry.
Qualitative Inquiry, 27(2), 303–311.
Swedish Government. (2020). Governmental measures for more teachers/how the
government is working to solve teacher shortages.
Tuomi-Gröhn, T., Engeström, Y., & Young, M. (2003). From transfer to boundary-crossing
between school and work as a tool for developing vocational education: An introduction. In T. Tuomi-Gröhn & Y. Engeström, Between school and work: New perspectives on transfer and boundary-crossing. Emerald Publishing.
Warren, C. A. B. (2022). Qualitative interviewing. In J. F. Gubrium & J.A. Hostein (Eds.).,
Handbook of interview research: Context and method, (pp. 83-102). SAGE.
10. Teacher Education Research
Paper
Pre-service Early Childhood Teachers’ Cognitive-Emotional Learning Profiles in Mathematics from the Perspective of Control-Value Theory
Lars Meyer-Jenßen1, Michael Eid2, Simone Dunekacke2
1Humboldt-University, Germany; 2Freie Universität Berlin
Presenting Author: Meyer-Jenßen, Lars
Pre-service early childhood (EC) teachers’ epistemic beliefs in the domain of mathematics (application-related beliefs, process-related beliefs, static orientation), enjoyment of mathematics, mathematics anxiety, mathematical content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) have been extensively investigated using a variable-centred approach (Björklund et al., 2020). Pre-service EC teachers’ knowledge, emotions, and beliefs are inherent parts of their professional competence and their development (Dunekacke et al., 2022). Understanding pre-service teachers as learners during their teacher education (Jenßen et al., 2021), the relationship between these dispositions can be conceptualized in terms of control-value theory (Pekrun, 2006). This well-established theory describes the relationship between achievement in a specific domain and emotions as a function of learners’ control and value appraisals regarding learning and achievement situations. These appraisals can be seen as self-related cognitive evaluations that mediate between situations or domains and emotions (Pekrun, 2006). For example, control appraisals refer to an individual’s evaluation of whether they can affect a specific situation. This might go hand in hand with the individual’s subjective perception of how static or flexible the domain in which the situation is located is. Conversely, value appraisals represent how valuable or how important the situation or domain is, for example for the individual themself or for others. For example, domains with a huge importance for daily working life are seen as very valuable for individuals. Control and value appraisals determine specific emotional experiences, which in turn affect achievement in specific situations. Pleasant emotions such as enjoyment are positively associated with achievement, for example because they enhance elaborative learning, while unpleasant emotions such as anxiety lower achievement, for example due to reduced self-regulation.
Applying this to the context of pre-service EC teachers’ learning during their teacher education, beliefs can be seen as generalized appraisals regarding a specific domain such as mathematics. Additionally, pre-service teachers’ achievement in a specific domain captures their acquisition of specific knowledge in this domain over the course of teacher education.
There is a growing body of studies investigating the complex relationships between beliefs, emotions, and achievement in greater detail using a person-centred approcah (Rosmann & Mayer, 2018; Muis et al., 2015). These approaches can identify similarities and differences between persons with respect to the levels of variables (quantitative differences) as well as the shape of relations (qualitative differences) (Ferguson et al., 2020; Marsh et al., 2009). This could be useful for both research and practice, for example regarding diagnostic issues (Marsh et al., 2009). Nevertheless, the relationships between pre-service EC teachers’ beliefs, emotions, and achievement have only been investigated separately, and only one study applied a person-centered approach, modelling EC teachers’ MPCK and skills (Im & Choi, 2020). However, from a practical point of view, it seems plausible to assume qualitative differences in this context. For instance, it is feasible that some pre-service EC teachers are more capable of reflecting on their anxiety or differ from others regarding its regulation, with specific effects on the acquisition of knowledge, while some others may not succeed in doing so.
To investigate person-centered differences regarding the complex relationship, we applied assumptions from control-value theory (Pekrun, 2006) to the context of pre-service EC teachers’ mathematics education. We investigated the following research questions:
(1) Are there different profiles of pre-service EC teachers with respect to the relations between math-related beliefs (application-related beliefs, process-related beliefs, static orientation), emotions (enjoyment of mathematics, math anxiety), and knowledge (MCK, MPCK) when these are applied in a path model?
(2) If there are more than two profiles, can they be reasonably interpreted in terms of qualitative differences that justify the added value of person-centered approaches?
Methodology, Methods, Research Instruments or Sources UsedSample and Procedure
The present study is based on data from n = 1,851 pre-service EC teachers from Germany. The participants were mostly female (85.6%) and their average age was M = 23 years (SD = 5). Data collection took place during regular instruction time in the teacher education institutions. All tests and questionnaires were administered as paper-pencil assessments.
Instruments
Epistemological beliefs about the nature of mathematics were assessed with well-established scales that have also been applied to EC teachers (Dunekacke et al., 2016). The scales capture application-related beliefs with six items (e.g., “Mathematics is helpful for solving everyday problems and tasks.”), process-related beliefs with four items (e.g., “Mathematics is an activity involving thinking about problems and gaining insight.”) as well as static orientation with four items (e.g., “Mathematics demands mainly formal accuracy.”). All items were answered on a 6-point scale and achieved a good reliability (Cronbach’s α between .80 and .85). Enjoyment of mathematics was captured reliably (Cronbach’s α = .89) with four items (e.g., “Mathematics is enjoyable.”) (Jenßen et al., 2021). The items were answered on the same 6-point scale as the items capturing beliefs. Anxiety was assessed with a reliable scale (Cronbach’s α = .89) consisting of four items that have also been applied to pre-service EC teacher (e.g., “I get very nervous doing mathematics problems”) (Jenßen et al., 2021). Pre-service EC teachers’ knowledge was assessed with the standardized KomMa tests (Blömeke et al., 2017). The test scores can be used to draw valid conclusions regarding content of the test, in terms of the construct and regarding EC teacher education in Germany. The MCK test consists of 24 items covering various mathematical content areas (numbers, geometry, quantity and relations, data). MPCK was measured with 28 items addressing mathematical learning in formal and informal settings and how to diagnose children’s mathematical competence. All tests achieved good reliability (RelMPCK = .87, RelMCK = .88).
Data Analysis
To answer our research question, we carried out latent profile analysis (LPA) with Mplus 8.2 following the guidelines given by Ferguson and colleagues (2020). As recommended, we first estimated a series of plausible LPA models, beginning with a one-profile solution and ending with a three-profile solution. To determine model fit and interpretability, we evaluated the solutions using AIC and BIC (Ferguson et al., 2020). Furthermore, we used the Lo-Mendell-Rubin likelihood ratio test (LMR LRT) to evaluate model fit (Nylund et al., 2007).
Conclusions, Expected Outcomes or FindingsAIC and BIC decreased as the number of latent profiles increased and there was a major leap between a one- and a two-profile solution. Entropy suggested a two-profile solution. We additionally applied LMR LRT to validate the appropriate number of latent profiles. The results also indicated preferring the two-profile solution compared to the one- or a three-profile solution (p < .001). We therefore selected the two-profile solution for further interpretation.
In Profile 1 higher levels of application-related beliefs go in line with lower levels of anxiety and higher levels of knowledge. We propose calling this profile the dynamic learning Profile. In Profile 2 higher levels of static orientation go in line with lower levels of enjoyment and higher levels of anxiety, but also with higher levels of knowledge. We propose calling this profile the static learning Profile. The results indicate two pathways for learning, with implications for research and practice. In terms of research, the results are interesting with regard to static orientation and show the need for further research. With respect to practice, they indicate the need to respect individual differences even during teacher education. For participants in the dynamic learning Profile, application-related beliefs play a crucial role, which could potentially function as a resource-based starting point that can be addressed by teacher educators or providers of professional development. For participants in the static orientation learning Profile, a static orientation is beneficial and inhibiting at the same time. Teacher educators should hold that in mind and carefully address a static orientation, for example by not disparaging the use of algorithms. However, since persons in the static orientation learning Profile would also benefit from addressing their enjoyment of mathematics in terms of MPCK, it might be useful to talk about pleasant emotional experiences and connect them to beliefs and knowledge.
ReferencesBjörklund, C., van den Heuvel-Panhuizen, M., & Kullberg, A. (2020). Research on early childhood mathematics teaching and learning. ZDM, 52, 607-619. https://doi.org/10.1007/s11858-020-01177-3
Blömeke, S., Jenßen, L., Grassmann, M., Dunekacke, S. & Wedekind, H. (2017). Process mediates structure: The relation between preschool teacher education and preschool teachers’ knowledge. Journal of Educational Psychology, 109(3), 338–354. https://doi.org/10.1037/edu0000147
Dunekacke, S., Jegodtka, A., Eilerts, K., Koinzer, T., & Jenßen, L. (2022). Early childhood teachers’ professional competence in mathematics. Routledge.
Dunekacke, S., Jenßen, L., Eilerts, K. & Blömeke, S. (2016). Epistemological beliefs of prospective preschool teachers and their relation to knowledge, perception, and planning abilities in the field of mathematics: A process model. ZDM, 48(1-2), 125–137. https://doi.org/10.1007/s11858-015-0711-6
Ferguson, S. L., G. Moore, E. W. & Hull, D. M. (2020). Finding latent groups in observed data: A primer on latent profile analysis in Mplus for applied researchers. International Journal of Behavioral Development, 44(5), 458–468. https://doi.org/10.1177/0165025419881721
Im, H. & Choi, J. (2020). Latent profiles of korean preschool teachers three facets of pedagogical content knowledge in early mathematics. Pacific Early Childhood Education Research Association, 14(2), 1–26. https://doi.org/10.17206/apjrece.2020.14.2.1
Jenßen, L., Eid, M., Szczesny, M., Eilerts, K. & Blömeke, S. (2021). Development of early childhood teachers’ knowledge and emotions in mathematics during transition from teacher training to practice. Journal of Educational Psychology, 113(8), 1628-1644. https://doi.org/10.1037/edu0000518
Marsh, H. W., Lüdtke, O., Trautwein, U. & Morin, A. J. S. (2009). Classical latent profile analysis of academic self-concept dimensions: Synergy of person- and variable-centered approaches to theoretical models of self-concept. Structural Equation Modeling: A Multidisciplinary Journal, 16(2), 191–225. https://doi.org/10.1080/10705510902751010
Muis, K. R., Pekrun, R., Sinatra, G. M., Azevedo, R., Trevors, G., Meier, E. & Heddy, B. C. (2015). The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning. Learning and Instruction, 39, 168–183. https://doi.org/10.1016/j.learninstruc.2015.06.003
Nylund, K. L., Asparouhov, T. & Muthén, B. O. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural Equation Modeling: A Multidisciplinary Journal, 14(4), 535–569. https://doi.org/10.1080/10705510701575396
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
Rosman, T. & Mayer, A. K. (2018). Epistemic beliefs as predictors of epistemic emotions: Extending a theoretical model. The British Journal of Educational Psychology, 88(3), 410–427. https://doi.org/10.1111/bjep.12191
10. Teacher Education Research
Paper
Employing Problem-Based Learning (PBL) to Enhance Knowledge Application and Diagnostic Skills of Special and Inclusive Education Students
Stephanie Lutz
University of Regensburg, Germany
Presenting Author: Lutz, Stephanie
Valuing learner diversity, supporting all learners, working with others and personal professional development are the four core values for all teachers and education professionals especially those working in inclusive education (European Agency for Special Needs and Inclusive Education, 2012). The European Agency for Special Needs and Inclusive Education (2022) emphasizes the importance of these values and highlights that attitudes, beliefs, knowledge, and understanding, as well as skills have to relate to concepts of inclusion (European Agency for Special Needs and Inclusive Education, 2022).
Problem-based learning (PBL) appears well-suited for imparting these core values, as PBL has become an essential approach used in teacher education due to its positive impact on knowledge retention and application, attitude change, and diagnostic skill improvement of future teachers (Snyder & McWilliam, 1999; Wedel et al., 2022; Yew & Goh, 2016). PBL, which originated from the medical field, empowers students to take responsibility for their own learning by using realistic cases to develop solutions to patient problems (Barrows, 1996). Through the use of PBL, students can develop their research skills, integrate theory and practice, and apply their knowledge to create practical solutions for defined problems (Savery, 2006). Throughout the independent development of solutions and strategies for real-world problems, students perceive themselves as active learners and take responsibility for their own learning. This approach is especially effective when students are presented with a complex problem scenario to which there is more than one adequate solution (Hmelo-Silver, 2004).
This article focuses on the application of PBL in the field of inclusive and special education and the integration of its essential components into the training of future teachers in Germany. To this end, realistic depictions of children and young adults with learning difficulties, based on the experiences of experts in special and inclusive education, were created to be presented to students who study special and inclusive education.
Three realistic portrayals of children and young adults with learning difficulties were developed and presented as digital cases. Following the model of resilience research, inhibiting factors and difficulties are referred to as risk factors, while supportive aspects, strengths, and resources are assigned to protective, supportive factors (Werner, 2020). As amplified in the Methods section, a number of students will be tasked with identifying protective and risk factors in connection with the case presented and its environment. Each case includes individual risk and protective factors related to the child, such as school performance, social skills, motivation, emotional state, motor skills, cognitive skills, and language skills, as well as risk and protective factors related to the family and environment. It is important to observe the interactions and connections between the child, the school, and the broader environment while collecting this information (Doblinger & Becker-Stoll, 2020; Lauth et al., 2014). The social model of disability highlights the importance of social risk and protective factors in supporting children at school, in addition to individual factors. To optimally support children with learning difficulties, future teachers must be aware of various disability concepts (Gebhardt et al., 2022).
The study seeks to address the following research questions by having students work through the cases using PBL:
Q1. To what extent are students able to identify protective and risk factors in the given cases?
Q2. What additional information about the child and family or environment do the students request that was not mentioned in the cases?
Q3. What possibilities and approaches do students develop to support the child described in the case using PBL?
Methodology, Methods, Research Instruments or Sources UsedFrom May to July 2024, 33 special and inclusive education students in Germany, during their second semester, will participate in a casuistry seminar to work on digitally presented cases. Based on the specifications in the case-by-case framework for educational assessment (Lutz, 2023), the students will present information about individual, family, and environmental factors in a structured and objective manner. They will collect additional information required for case processing and develop approaches and strategies to support or encourage the child in the classroom.
The case-by-case framework for educational assessment tool enables the evaluation of the identified outcomes. We expect the students’ findings to reveal whether they have a competence-oriented perspective, which identifies protective factors in the child and its environment, or a deficit-oriented perspective that focuses on risk factors. Additionally, it will be possible to determine whether students are more focused on individual-child-related factors or family and environmental factors.
Conclusions, Expected Outcomes or FindingsThe study investigates the impact of problem-based learning on knowledge application and diagnostic skills of special and inclusive education students by using realistic cases. Previous studies suggest that students prioritize individual-child-related factors over environmental factors. This finding is also supported by Gebhardt et al. (2022), where first-year students tended to view disability from an individual-medical perspective.
The problem-based learning (PBL) approach aims to enhance students' awareness of valuing learner diversity and supporting all learners. To achieve this, students must focus on social-systemic factors while considering individual child-related factors.
Any potential improvements to both the tool and the PBL approach will be discussed.
ReferencesBarrows, H. S. (1996). Problem-Based Learning in Medicine and Beyond: A Brief
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Doblinger, S., & Becker-Stoll, F. (2020). Resilienz im Übergang vom Kindergarten in die Schule. In G. Opp, M. Fingerle, & G. J. Suess (Eds.), Was Kinder stärkt: Erziehung zwischen Risiko und Resilienz (4th ed., pp. 108–127). Ernst Reinhardt.
European Agency for Special Needs and Inclusive Education. (2012). Profile for inclusive teachers. https://www.european-agency.org/sites/default/files/profile_of_inclusive_teachers_en.pdf
European Agency for Special Needs and Inclusive Education. (2022). Profile for inclusive teacher professional learning: Including all education professionals in teacher professional learning for inclusion. https://www.european-agency.org/sites/default/files/Profile_for_Inclusive_Teacher_ProfessionalLearning.pdf
Gebhardt, M., Schurig, M., Suggate, S., Scheer, D., & Capovilla, D. (2022). Social, systemic, individual-medical or cultural? Questionnaire on the concepts of disability among teacher education students. Frontiers in Education, 6, Article 701987. https://doi.org/10.3389/feduc.2021.701987
Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16(3), 235-266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Lauth, G. W., Brunstein, J. C., & Grünke, M. (2014). Lernstörungen im Überblick: Arten, Klassifikation, Verbreitung und Erklärungsperspektiven. In G. W. Lauth, M. Grünke, & J. C. Brunstein (Eds.), Interventionen bei Lernstörungen: Förderung, Training und Therapie in der Praxis (2nd ed., pp. 17–31). Hogrefe.
Lutz, S. (2023). Case-by-case framework for educational assessment. https://doi.org/10.5283/epub.54591
Savery, J. R. (2006). Overview of Problem-based Learning: Definitions and Distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1). https://doi.org/10.7771/1541-5015.1002
Snyder, P., & McWilliam, P. J. (1999). Evaluating the Efficacy of Case Method Instruction. Journal of Early Intervention, 22(2), 114–125. https://doi.org/10.1177/105381519902200204
Wedel, A., Müller, C. R., & Greiner, F. (2022). Diagnostic cases in pre-service teacher education: effects of text characteristics and empathy on text-based cognitive models. Educational Psychology, 42(6), 694–713. https://doi.org/10.1080/01443410.2022.2047615
Werner, E. E. (2020). Entwicklung zwischen Risiko und Resilienz. In G. Opp, M. Fingerle, & G. J. Suess (Eds.), Was Kinder stärkt: Erziehung zwischen Risiko und Resilienz (4th ed., pp. 10–21). Ernst Reinhardt.
Yew, E. H., & Goh, K. (2016). Problem-Based Learning: An Overview of its Process and Impact on Learning. Health Professions Education, 2(2), 75–79. https://doi.org/10.1016/j.hpe.2016.01.004
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