10. Teacher Education Research
Paper
Facilitating Video-Based Discussion to Support the Transfer of Theoretical Knowledge into Practice in Initial Teacher Education.
Kadi Georg, Katrin Poom-Valickis
Tallinn University, Estonia
Presenting Author: Georg, Kadi
Global challenges and changes have an impact on education and increase the expectations of teachers. Supporting students with very different backgrounds, and navigating versatile learning environments require the teacher to be able to make evidence-based decisions in order to best support the learning of all students. In order to best prepare teachers to meet the demands of an ever more complex profession and ensure high quality teaching, teachers need strong theoretical knowledge and a good skill of transferring it into classroom practice. Student teachers often do not see the connection between evidence-based knowledge and its value for classroom practices (Knight, 2015), which might be the case due to their lack of transferring skills.
The contextual model of teacher competences (Blömeke et al., 2015) describes teacher competence as a multidimensional construct, which consists of three facets: teachers' disposition (professional knowledge and affective-motivational aspects), situation-specific skills (perception, interpretation, decision-making, i.e PID-skills) and performance in the classroom. These three facets are in interaction with each other, where dispositions affect PID-skills and the visible behaviour in the classroom is dependent on both two. In other words, teacher PID-skills are of great importance for high quality teaching (Stahnke & Blömeke, 2021) as they function like a bridge between the teacher's knowledge and the transfer of that knowledge to classroom practices.
Finding ways to support the development of teacher PID- skills is receiving more and more attention in the field of teacher education (e.g. Kleinknecht & Gröschner, 2016; Santagata et al., 2021). PID-skills are extensively researched in the field of mathematics and natural sciences (e.g. Alwast & Vorhölter, 2022; Santagata & Yeh, 2016). However, studies that focus on supporting the development of PID-skills in the context of need-supportive teaching are lacking, even though supporting student motivation and engagement are important questions for every teacher (e.g. Reeve & Cheon, 2021). Thus this research provides a novel perspective on developing PID-skills in teacher education. Previous research has shown a lower quality of teacher education students interpretation and decision-making skills (e.g. Alwast & Vorhölter, 2022; Georg & Poom-Valickis, 2023) referring to the inability to use theoretical knowledge in reasoning and decision-making. Student teachers primarily noticed aspects connected to teacher behavior, generalized and paid attention to less-important factors connected to need-supportive teaching, and had difficulties in basing their interpretations and decisions on theoretical foundations (Georg & Poom-Valickis, 2023). Therefore the goal of our current study was to discover ways to support the development of student teachers´ interpretation and decision-making skills in the context of need-supportive teaching using video-based discussions. Previous research has confirmed that classroom videos are a suitable means for this purpose (e.g. Prilop et al., 2021). However, merely video-based observations are not sufficient for supporting skill development effectively (Estapa & Amador, 2023). It is important to guarantee targeted opportunities to practice theoretical reasoning and make decisions thereof through video-observations or case-studies (Santagata & Yeh, 2016; Stürmer, Königs & Seidel, 2013) and pay explicit attention to learning how to direct one´s reasoning based on noticed events (Barnhart & van Es, 2015).
The study sought answers to the following research questions:
1. What are the levels of interpretation and decision-making skills before and after video-reflection activities in the lecture?
2. What are the connections between student interpretation and decision-making skills and their knowledge of need-supportive teaching strategies at the end of the course?
Methodology, Methods, Research Instruments or Sources UsedThe current study was carried out during a TE course, where the focal topic was Self-Determination Theory (SDT) and supporting student learning and engagement. 45 first-year Master level teacher education students participated in the study. The intervention was carried out during the autumn semester of 2023/2024. Special attention was paid to giving opportunities to practice reasoning based on the noticed aspects and focusing on connecting the theory in question to practice. During 5 seminars, students had the opportunity to reflect on and discuss the videos on their own, in small groups and in a large group setting with expert feedback with the emphasis on highlighting the most important aspects in terms of the watched video-clip or providing more theoretical insight into the offered interpretations and decisions. A supporting reflection model with guiding questions was developed to better facilitate the discussions in the lecture.
The data was collected in the lectures before and after interventions. A pre-intervention evaluation of interpretation and decision-making skills was carried out at the beginning of the course before SDT, and need-supportive teaching was thoroughly discussed. Coding schemes and procedures from previous research (e.g. Alwast & Vorhölter, 2022; Barnhart & van Es, 2015; van Es, 2011) were adapted and validated to be used in the context of need-supported teaching (Georg & Poom-Valickis, 2023). For the skills assessment, two authentic classroom videos with a length of 5 minutes each were shown to the participants, which they had to analyze based on given prompts. The analysis questions were formulated based on Chan & Yau (2021) and enabled to assess the level of their interpretation and decision-making. A post-intervention evaluation was carried out at the end of the theoretical course following the same model. In addition to the assessment of PID-skills, participants also completed a questionnaire to analyze their theoretical knowledge regarding basic psychological needs support and thwarting in the classroom created based on Ahmadi et al. (2023).
Data analysis for evaluating PID-skills was carried out in several phases. First, data was coded based on the data item describing interpretation or decision-making. In the next phase, data was analyzed deductively, using coding protocols, which were created on the basis of previous research (Alwast & Vorhölter, 2022; van Es, 2011). To evaluate changes in the interpretation and decision-making skills, the paired sample t-test is used and correlation analysis is carried out to find connections between student PID-skills and theoretical knowledge.
Conclusions, Expected Outcomes or FindingsPreliminary analysis of the pre-intervention assessment shows that student teachers' interpretation and decision-making skills are of a rather low level, which corresponds to the results of the previous PID-skills assessment study (Georg & Poom-Valickis, 2023). As the second round of data collection was carried out in December 2023 the data analysis is still in progress. A preliminary look at the data does reveal a shift in the levels of interpretation and decision-making, but further deep analysis is yet to be carried out. However, there is reason to be cautiously optimistic to see a better capability of teacher education students´ providing reasoning and decisions based on theoretical knowledge.
Even though the study focuses on analyzing the development of PID-skills and its connections to theoretical knowledge, it is positive to see that 82% (N=37) teacher education students who participated in the study found that video-based discussions supported or significantly supported their skills in understanding the aspects of need-supportive teaching and transferring that knowledge into practice. The expected outcomes of this study provide an important insight into finding solutions to better support theory-practice transferability in teacher education, in order to ensure the implementation of evidence-based knowledge in supporting student learning and engagement. Furthermore, the study focuses on finding opportunities for facilitating video-based discussions in lecture settings and thereby offers an important addition to teacher education course development.
ReferencesAhmadi, A., Noetel, M., Parker, P., Ryan, R. M., Ntoumanis, N., Reeve, J., Beauchamp, M., Dicke, T., Yeung, A., Ahmadi, M., Bartholomew, K., Chiu, T. K. F., Curran, T., Erturan, G., Flunger, B., Frederick, C., Froiland, J. M., González-Cutre, D., Haerens, L., . . . Lonsdale, C. (2023). A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions. Journal of Educational Psychology, 115(8), 1158–1176. https://doi.org/10.1037/edu0000783
Alwast, A., & Vorhölter, K. (2022). Measuring pre-service teachers’ noticing competencies within a mathematical modeling context – an analysis of an instrument. Educational Studies in Mathematics, 109, 263–285. https://doi.org/10.1007/s10649-021-10102-8
Barnhart, T., & van Es, E. (2015). Studying teacher noticing: Examining the relationship among pre-service science teachers' ability to attend, analyze and respond to student thinking. Teaching and Teacher Education, 45, 83-93. https://doi.org/10.1016/j.tate.2014.09.005
Blömeke, S., Gustafsson, J., & Shavelson, R. (2015). Beyond dichotomies: Competence viewed as a continuum. Zeitschrift für Psychologie, 223, 3-13. http://dx.doi.org/10.1027/2151-2604/a000194
Georg, K., & Poom-Valickis, K. (2023). Noticing and analysing needs – supportive teaching – measuring student teachers’ situation – specific cognitive processing skills. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 11(2), 40–67. https://doi.org/10.12697/eha.2023.11.2.03
Chan, K.K.H., & Yau, K.W. (2021). Using Video-Based Interviews to Investigate Pre-service Secondary Science Teachers’ Situation-Specific Skills for Informal Formative Assessment. International Journal of Science and Mathematics Education, 19, 289–311. https://doi.org/10.1007/s10763-020-10056-y
Estapa, A., & Amador, J. (2023). A qualitative metasynthesis of video-based prompts and noticing in mathematics education. Mathematics Education Research Journal, 35, 105–131. https://doi-org.ezproxy.tlu.ee/10.1007/s13394-021-00378-7
Knight, R. (2015). Postgraduate student teachers’ developing conceptions of the place of theory in learning to teach: ‘more important to me now than when I started’, Journal of Education for Teaching, 41:2, 145-160, DOI: 10.1080/02607476.2015.1010874
Reeve, J., & Cheon, S.H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice, Educational Psychologist, 56:1, 54-77, DOI: 10.1080/00461520.2020.1862657
Santagata, R., & Yeh, C. (2016). The role of perception, interpretation, and decision making in the development of beginning teachers’ competence. ZDM Mathematics Education 48, 153–165. https://doi.org/10.1007/s11858-015-0737-9
Stahnke, R., & Blömeke, S. (2021). Novice and expert teachers’ situation-specific skills regarding classroom management: What do they perceive, interpret and suggest? Teaching and Teacher Education, 98. https://doi.org/10.1016/j.tate.2020.103243
van Es, E. (2011). A framework for learning to notice student thinking. In M. G. Sherin, V. R. Jacobs & R. A. Philipp (Eds.), Mathematics teacher noticing. Seeing through teachers’ eyes (pp. 134–151). Routledge.
10. Teacher Education Research
Paper
Strengthen Openness and Positive Emotions towards Educational Theories through Co-operative Course Concepts in Teacher Education.
Daniela Moser1, Angela Gastager1, Gerda Hagenauer2
1PH Steiermark, Austria; 2Paris-Lodron-University Salzburg, Austria
Presenting Author: Moser, Daniela
In uncertain times, teacher training is an important strategic initiative for overcoming challenges and actively shaping the future. In 2024, a reform of teacher training in Austria was announced, which, among other things, provides for better integration of practical elements into theoretical training. In addition to redesigning the curricula, it is therefore an important task to design courses that contextualise school practice more strongly in educational theory. This is where the study "OPENness for EDUcational Theories and socio-emotional COOPeration (OPEN EDU COOP)" comes in, by theoretically and empirically analysing central construct areas of the development and strengthening of professional action competence facets of teachers.
The construct areas of teacher professionalism selected for the study are openness towards educational theories, the associated positive emotions and the development of social skills. For this purpose, co-operative learning environments are developed and their effectiveness with regard to the construct areas addressed, is empirically investigated. The importance of openness towards educational science theories is emphasised for the theory-based reflection of practical school experiences (Hascher & Hagenauer, 2016; Gastager et al., 2022). Students with this openness have more sustainable learning experiences in the school placement (Donche & van Petegem, 2009). However, students tend to have negative attitudes towards educational theories and prefer to receive practical tips from mentors (Allen & Wright, 2014).
Positive emotions play a key role here, as they expand the thought-action repertoire, promote holistic thinking (Fredrickson, 2001) and can set in motion a positive spiral that leads to the development of personal resources (Kalchgruber et al., 2021). Several studies (Bach & Hagenauer, 2022; van Rooij et al., 2019; Hascher & Waber, 2020) confirm the positive effects of positive emotions on learning experiences in school internships.
Social competences are multi-perspective constructs which Kanning (2015) categorises as perceptive-cognitive, motivational-emotional or behavioural. Kiel et al. (2012) found in an empirical study that prospective teachers experience an increase in competence in the areas of leadership skills, independence, cooperation skills, situational behaviour and sense of responsibility during the course of their studies. Nevertheless, the majority of prospective teachers show moderate leadership, organisational orientation and little interest in cooperation with colleagues and parents of pupils (Mayr, 2012). Rothland (2010) analysed the development of social skills in the first phase of teacher training and found a need for development in the area of conflict skills and social skills among prospective male teachers, and for dealing with sensitivity to social frustration, particularly among female students. The students were less satisfied with their self-assertion and showed an increased tendency towards confrontation in social conflict situations. A sample of the Potsdam Teacher Study (Schaarschmidt & Kieschke, 2007) lead to the conclusion that a quarter of those surveyed showed deficits in the area of social-communicative skills and in their experience of social support. The researched findings illustrate the great potential of teacher training to promote and support students in expanding their social competences.
The didactic intervention of OPEN EDU COOP is based on the systematic use of cooperative elements in order to promote both social competences and the reflective examination of educational science theories in an emotionally positive way. The study thus aims to close previous research gaps regarding students' emotions when dealing with educational science theories. The central research question is derived from these theoretical considerations: What effects are achieved by a cooperative didactic course concept in the training of teacher students with regard to openness towards educational science theories, the associated positive emotions and the development of social competences?
Methodology, Methods, Research Instruments or Sources UsedThe OPEN EDU COOP study, which is being conducted at the University College of Teacher Education Styria in cooperation with the University of Salzburg, is an intervention that makes cooperative teaching/learning environments available to teacher students and analyses them for the described effects (openness to educational theories, initiation of positive emotions and development of social skills) in a pre-post design. In the winter term 2023/24 (1), a quantitative survey instrument was developed and applied that includes teamwork scales, scales to measure openness towards educational theories, the associated emergence of positive emotions and the development of social competences. At the same time, the intervention programme was developed and tested in two seminar groups. In a further phase (2), the didactic intervention will be implemented in nine seminar groups (N = 252) and the effects will be determined in a pre-post test per term. At the end of each course, the subjective theories of two participating students will be examined using the dialogue-consensus method. In a subsequent phase (3), data will be analysed using statistical tests and content analysis methods to test the hypotheses. The findings are intended to contribute to increasing quality through the use of a cooperative university didactic teaching/learning setting (Wahl, 2020).
This contribution is intended to focus on the intervention that the didactic concept depicts and is theoretically justified below. Wahl (2020) recommends a sensible alternation of direct, collective teaching-learning phases and active, participant-centred teaching-learning phases. The emphasis on the latter supports the achievement of sustainable learning success to a greater extent than receptive learning phases because they provide more support for the complex process of subjective acquisition. An innovative learning environment therefore focuses on subjective acquisition, in which students receive orientation in terms of content and learning strategy.
From a learning psychology perspective, cooperative teaching/learning environments promote the use of suitable learning strategies and self-regulation. Cognitive conflicts and the experience of self-efficacy through task specialisation have a motivational effect and support a positive social climate. The intervention in OPEN EDU COOP therefore adopts the sandwich principle (Wahl, 2020), which provides for short teaching-learning sequences in which learners actively work in small teams on a joint task related to topics of an educational science course. In addition to the curricular content of educational research, the experiences of the student teachers in their practical educational studies are addressed in reflection cycles.
Conclusions, Expected Outcomes or FindingsThe instrument developed in test phase 1 was used on a sample (N = 51) that received the intervention described. Analyses of the scales based on this sample show good reliability and can be presented as well as the first results of the main test phase (N = 75) which will take place in the summer term 24. It is expected that the pre-post comparison of the data will show significant positive changes in student teachers’ openness to educational theories, a strengthening of positive emotions when dealing with educational theories and the development of social competences.
At the conference, the university didactic intervention will be presented and discussed with European experts. The researchers are interested in positioning OPEN EDU COOP discursively in current research in the European higher education didactics context so that future findings can be integrated into European educational research.
ReferencesAllen, J., & Wright, S. (2014). Integrating theory and practice in the pre-service teacher education practicum, S. 136–151.
Bach, A., & Hagenauer, G. (2022). Joy, anger, and anxiety during the teaching practicum: How are these emotions related to dimensions of pre-service teachers’ self-efficacy? Zeitschrift für Bildungsforschung, 295-311. https://doi.org/10.1007/s35834-022-00343-9
Donche, V., & von Petegem, P. (2009). The development of learning patterns of student teachers: a cross-sectional and longitudinal study. Higher Education, S. 463-475.
Fredrickson, B. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, S. 218-226.
Gastager, A., Hagenauer, G., Moser, D., & Rottensteiner, E. (2022). Fostering pre-service teachers’ openness to educational theory and self-regulation as elements of their epistemic reflective competence: Results from a mixed-methods intervention study in Austria. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2021.101918
Hascher, T., & Hagenauer, G. (2016). Openness to theory and its importance for pre-service teachers' self-efficacy, emotions, and classroom behaviour in teaching practicum. International Journal of Educational Research, S. 15-25. http://dx.doi.org/10.1016/j.ijer.2016.02.003
Hascher, T., & Waber, J. (2020). Emotionen. In C. Cramer, J. König, M. Rothland, & S. Blömeke (Hrsg.), Handbuch Lehrerinnen- und Lehrerbildung (S. 819–824). Klinkhardt.
Kalchgruber, S., Hofer, M., Hagenauer, G., & Hascher, T. (2021). Offener, schülerorientierter und individualisierter? – Positive Lehreremotionen und Unterrichtsgestaltung. In C. Rubach, & Lazarides R. (Hrsg.), Emotionen in Schule und Unterricht (S. 88-107). Barbara Budrich.
Kanning, U. (2015). Soziale Kompetenzen fördern. Hogrefe.
Kiel, E., Pollak, G., Weiß, S., Braune, A., & Steinherr, E. (2011). Wirksamkeit von Lehrerbildung - Biografiemanagement und Kompetenzentwicklung in der dreiphasigen Lehrerbildung. Forschungsbericht. Open Access LMU. https://epub.ub.uni-muenchen.de/12292/
Mayr, J. (2012). LehrerIn werden in Österreich: Empirische Befunde zum Lehramtsstudium. In T. Hascher, & G. Neuweg (Hrsg.), Forschung zur (Wirksamkeit der) Lehrer/innen/bildung.
Rothland, M. (2020). Soziale Kompetenz: Angehende Lehrkräfte, Ärzte und Juristen im Vergleich. Empirische Befunde zur Kompetenzausprägung und Kompetenzentwicklung im Rahmen des Studiums. Zeitschrift für Pädagogik, 582-603. https://www.pedocs.de/volltexte/2013/7161/pdf/ZfPaed_4_2010_Rothland_Soziale_Kompetenz.pdf
Schaarschmidt, U., & Kieschke, U. (2007). Einführung und Überblick. In U. Schaarschmidt, & U. Kieschke (Hrsg.), Gerüstet für den Schulalltag. Psychologische Unterstützungsangebote für Lehrerinnen und Lehrer (S. 17-43). Beltz.
van Rooij, E., Fokkens-Bruinsma, M., & Goedhart, M. (2006). Preparing science undergraduates for a teaching career: sources of their teacher self-efficacy. The Teacher Educator, 270–294. https://doi.org/10.1080/08878730.2019.1606374
Wahl, D. (2020). Wirkungsvoll unterrichten in Schule, Hochschule und Erwachsenenbildung. Von der Organisation der Vorkenntnisse bis zur Anbahnung professionellen Handelns. Klinkhardt.
10. Teacher Education Research
Paper
The Capability Approach as a Reference Theory in Teacher Training
Eva Sattlberger, Katharina Rosenberger
KPH Vienna/Krems, Austria
Presenting Author: Sattlberger, Eva;
Rosenberger, Katharina
The Capability Approach, developed by Amartya Sen and Martha Nussbaum and based on Aristotelian ethics, provides a theoretical framework for the discussion of fundamental social (in)equality and (in)justice. At its core is the question of the interaction between people's abilities and the resources available to them. To emphasise this analytically, a distinction is made between functionings and capabilities: „Functionings are people’s beings and doings whereas capabilities are the real or effective opportunities to achieve functionings“ (Potsi 2018: 243). This focus makes the Capability Approach particularly interesting for educational issues and is suitable with regard to transfer to school, teaching research and teacher training. With the central distinction between "functionings" (abilities) and "capabilities" (opportunities for realisation) this approach goes beyond the functional perspective of the widespread approaches widely used in the field of education, because it not only considers the internal-personal conditions of individuals (competences), but also the external-social conditions through which the potentials of learners can be turned into real possibilities (= capabilities).
Accordingly, pedagogical action according to the Capability Approach means "paying careful attention to pedagogical and content-related issues and considering how lesson content and the nature of interactions in the classroom (for example, the role assigned to critical thinking and the ability to imagine things of different kinds in everyday teaching) realise the goals inherent in the approach" (Nussbaum 2015: 155). It should also be questioned which dimensions of school life (from the organisational structure to the concrete teaching activities, the spatial design and the work with parents) can be critically examined and further developed in this respect. Such considerations should already be an integral part of the knowledge and reflection canon in the training of prospective teachers in order to be able to guarantee a school education aimed at the realisation opportunities of the pupils and the necessary willingness of the teachers to do so.
In order to explore the potential of the Capability Approach in the context of teacher training, a working group at the University College for Teacher Training Vienna/Krems is working on the question of how prospective teachers can be explicitly and systematically familiarised with this topic and thus be prepared for equity-sensitive pedagogical practice.
In the presentation, the main theoretical features of the Capability Approach will be addressed and related to questions of educational equity in schools. Based on that, the work of the working group and first insights will be introduced. In concrete terms, this means the potential benefits for teacher education, implication for a curriculum as well as teaching material that is currently in progress.
Methodology, Methods, Research Instruments or Sources UsedThe interdisciplinary working group, which has been meeting regularly for around three years, brings together colleagues from various subject areas (general education, educational sociology, inclusion education, subject didactics, etc.). Key questions such as "How fair is school?" or "How must school life be so that students can develop their abilities in the best possible way?" are discussed by this interdisciplinary composition from different perspectives and subject approaches, but always with reference to the Capability Approach.
The methodological approach in the project consists firstly of theoretical analysis and secondly of the development of materials for university teaching.
Ad 1) Theory work: This takes the form of a literature review on the Capability Approach with a special focus on the education sector with the aim of developing a common understanding of the core statements. In order to advance the discourse within the group, specialist publications were written jointly. In addition, the ideas of the Capability Approach were presented at various events (e.g. specialist group conferences, ...) and attempts were made to disseminate the topic within the university and invite colleagues to further participation.
Ad 2) Material development: In addition to developing implications for the field of education, different didactic approaches and materials for use in teaching (primary and secondary education) will be developed. To this end, the working group will review already published teaching materials that deal with topics relevant to the Capability Approach. Building on this, suitable materials for teaching will be developed and tested in specific courses together with teacher students in a participatory process. The results of these tests will be incorporated into the further work of the working group.
Conclusions, Expected Outcomes or FindingsThe practical aim of the project is to develop materials for use in university teaching, which can be used to develop the concept, the core terms and the relevance of the Capability Approach for the school sector with students. An essential basic element is the participation of the students in the didactic preparation of the theoretical principles in order to design the materials to be as target-grouporiented as possible.
Documents for various methodological and didactic approaches are developed in interdisciplinary cooperation: Compilation of basic texts and further literature (differentiated according to level of difficulty), elements for impulse lectures, preparation of case studies, work assignments for individuals or student groups, various seminar activities such as role plays, group discussions, poster sessions and creation of cognitive maps, ... This should ensure that existing approaches (expertise of students and teachers) from the fields of migration pedagogy, inclusive pedagogy, sustainable learning, educational justice, etc. are fruitfully incorporated into the work. At the same time, they will be reflected on and evaluated through experimentation in various courses and linked to the concept of the Capability Approach.
At the end of the project, a conference is planned to disseminate the materials on the Capability Approach as a reference theory in various subject areas of teacher training and to familiarize other teachers with it.
The documents produced are to be made available in a materials pool via OER (open educational resources) at the University of Teacher Education.
ReferencesGraf, Gunter, Kapferer Elisabeth & Sedmak, Clemens (2013) (Eds.). Der Capability Approach und seine Anwendung. Fähigkeiten von Kindern und Jugendlichen erkennen und fördern. Wiesbaden: Springer VS.
Nussbaum, Martha (2015). Fähigkeiten schaffen. Neue Wege zur Verbesserung menschlicher Lebensqualität (engl.: Creating Capabilities. The Human Development Approach). Freiburg: Alber.
Otto, Hans-Uwe & Schrödter, Mark (2011): Kompetenzen oder Capabilities als Grundbegriffe einer kritischen Bildungsforschung und Bildungspolitik? In: Heinz-Hermann Krüger, Ursula Rabe-Kleberg, Rolf-Torsten Kramer & Jürgen Budde (Eds.), Bildungsungleichheit revisited. https://doi.org/10.1007/978-3-531-93403-7_9.
Potsi, Antoanneta (2018). Early Childhood educational curricula. In: Hans-Uwe Otto & Melanie Walker (Eds.), Capability-Promoting Policies: Enhancing Individual and Social Development (pp. 237–258). Bristol: Policy Press. https://doi.org/10.1332/policypress/9781447334316.003.0013.
Rosenberger, Katharina, Gitschthaler, Marie, Hemsing, Werner, Sattlberger, Eva & Wachter, Andreas (2022). Das Schaffen von Verwirklichungschancen für Schüler:innen als Thema in der und für die Lehrer:innenbildung (pp. 71-93). In: Thomas Krobath, Kerstin Schmidt-Hönig, Tanja Mikusch & Thomas Plotz (Eds.), Transformative Bildung. SDGs in Lehrer/innenbildung und Hochschulentwicklung . Lit Verlag.
Störtländer, Jan Christoph (2019): Bildung und Befähigung. Eine qualitative Studie zu kritisch-konstruktiver Didaktik und Capabilities Approach. Weinheim: Beltz Juventa.
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