1 Introduction
Quality assurance has been a central challenge in education for decades. While the focus has hitherto been on student performance and the associated question of how their learning can be optimised (Sreeramana & Kumar, 2016), in recent years the attention has increasingly shifted to the professionalisation of teachers and educators, their skills development and its impact on teaching
After this brief introduction (1), the project and its aim to enhance teacher education research, and therefore its contribution to professional development through vignette research, are outlined (2). Subsequently, the content of the training modules and their handling are presented (3) and initial insights into the multiplier training are offered by analysing the feedback of participants (4). Finally, the objectives of the study stated at the outset are critically
2 The International ProLernen Project and the Value of (Teacher) Education Research
Within the framework of the ProLernen project, seven European vignette research locations developed training modules for (future) educators on the basis of a pre-prepared handbook (Agostini et al., 2023).
Three of the locations were the Free University of Bolzano, the University of Vienna and the University of Education in Vienna. At the Faculty of Education of the Free University of Bolzano, the training modules were delivered in the context of two courses in Social Pedagogy, namely Introduction to General Pedagogy and Social Pedagogy and Qualitative Methods in Educational and Social Research, and comprised a total of 20 hours. The twenty-two participants were students enrolled in the first or second semester. In Vienna, the modules were implemented collaboratively by the University of Vienna and the University of Education at the Department of Vocational Education under the title School Professionalisation with Vignettes: Training Modules for Multipliers and comprised a total of 30 hours. The thirteen participants in this course came from a range of educational fields including nursery education, primary education, secondary education, vocational education, special needs education and teacher education. They included future and current educators as well as pedagogical leaders and teacher trainers.
The cross-location aims of the project in general and of the training modules in particular, which are explained in more detail below, are:
- –to refocus the understanding of learning and teaching in order to take it “beyond the reach of teaching” (Schratz et al., 2014, p. 123; Agostini & Symeonidis, 2022, p. 111);
- –to introduce the vignette as an innovative professionalisation tool to strengthen the professional awareness of educators;
- –to build professional knowledge through the vignette that is relevant to educational activity.
2.1 Learners’ and Teachers’ Perspectives
By casting a different light on individual events in the teaching process and allowing the practitioner to pause and take a step back, phenomenological vignettes allow for the observation of pedagogical episodes that are often
In contrast to this learning-side perspective, a teaching-side perspective focuses attention on teachers and their actions, explanations, materials, etc. However, adopting a learning-side perspective on a teaching and learning situation does not mean that the teaching-side perspective is invalidated: we always see more than we consciously perceive. Like a fabric, learning and teaching are intertwined and interwoven to form a coherent whole; the front and back are perceived together but cannot be observed at the same time. Learning and teaching form a unity that can be viewed from the teaching or the learning-side without negating the other: each is an integral part of the fabric (Mian, 2019). The process of teaching and learning can thus be seen as a responsive process in which teachers and learners enter into a creative relationship and create something new together. It is difficult or impossible to determine where learning begins, how it takes place and how teaching facilitates and can/should contribute to it; this is why we speak of learning as being “beyond the reach of teaching” (Schratz et al., 2014, p. 123; Agostini & Symeonidis, 2022, p. 111).
2.2 The Vignette as an Innovative Professionalisation Tool to Enhance Educators’ Professional Awareness
A phenomenological approach to the professionalisation of educators and the development of schools entails the productive questioning of accumulated experiences and routine actions to uncover new ways of perceiving, thinking and acting (Agostini, 2020; Agostini & Anderegg, 2021). As a tool for professionalisation, vignettes address everyday educational experiences to gain new perspectives on them. The aim is that practising as well as future teachers learn through vignettes and gain insights that are relevant to their current and future professional practice (Agostini, 2017). It is often important to create some distance between (trainee) educators and the immediate demands and situations
Vignette: Michael and Mrs. Nir
The teacher, Mrs. Nir, stands at the blackboard, writing up the homework task. The scratching of the chalk can be heard. Michael rummages in his school bag. He seems to be looking for something. When he cannot find anything, he whispers to Zora, who is sitting next to him, and asks if she has his homework book. The girl bends down, picking up notebooks and books, pulling some of them out and after a few moments shakes her head. Michael continues his search. Mrs. Nir turns from the blackboard to the students and says: “I must say, I was a bad child, a very bad child. But not as bad as Michael.” She points to the boy and sighs loudly. She then lowers her arm, puts her hand on her hip and stamps her right foot loudly. Michael flinches, lowers his head and looks at the floor. He remains silent. “You’ve been interrupting other people all this time, now you’re going out of the door!,” adds Mrs. Nir in a loud tone. Still staring at the floor, Michael stands up. He raises his eyes only slightly and heads slowly towards the exit. Arriving at the doorway, he pauses and turns to look at his classmates, the corners of his mouth turned down. After a few seconds, he turns his gaze away and silently leaves the classroom. (Vignette writer: Sandra Matschnigg-Peer, 2022, unpublished)
This vignette describes a scene as it might be perceived in the classroom and can therefore be recognised. Standard questions can be asked about the vignettes and read/discussed either alone or with others: What irritates me? What do I notice? What situation is being described here? Have I been
But how can an examination of such scenarios contribute to professionalisation processes? Reading vignettes (Vignetten-Lektüre) as a form of analysis offers practitioners the opportunity to make connections between their own and others’ experiences and to reflect on and expand their own perceptions. The attempt to understand and respond to the different experiences portrayed in vignettes is undertaken in shared vignette readings, starting with specific actions or moments that are intersubjectively perceived and co-experienced in the scenario: What is written there, how can it be understood? The process of reflection can also bring the actions of educators into focus (the emphasis always being the implications for learning and teaching): Is Michael being deliberately shamed by the teacher here? What does this scene have to do with learning?
2.3 Vignette Reading: Building Professional Knowledge
The reading of vignettes creates the conditions and opportunities to make connections, broaden perspectives and refine perceptions of phenomena in order to build professional knowledge relevant to educational activity. It takes place in groups that highlight personal reactions and impressions, confront each other and in this way become aware of new possibilities of interpretation and surprising new connections. Writing, discussing and finally writing vignette readings “encourage” dialogue and participation among participants. Each member of a community is both a learner and a teacher/educator, sharing his/her knowledge and perspectives with each other.
It is in the process of revising the draft of a vignette that participants in the research or training group become a kind of learning group. In this way, a space is created in which group participants question the immediacy of the experiences and non-reflective interpretations by working on the vignettes. It is on the basis of their pre-reflective experiences that they initially confront themselves and learn to look at situations in a new way.
Through the discussions in the group, I was able to understand other points of view that were not apparent to me at that moment. It was like being in a research group where people try to interpret situations and act accordingly. (Laura)
The discursive and in-depth reading of vignettes, which involves a close analysis of them after a process of revising the draft vignettes, presents a second opportunity to take a different perspective and view on teaching and
Schön (1992) emphasises that knowledge is generated through reflection in the context of action, and that it is necessary to deal with unforeseen and controversial issues by engaging in reflective processes. Groups of (future) educators working with vignettes do not just acquire information or truths that they then apply in educational practice. No one knows more than the other, and there are questions to which the answers are not yet given. Questions in dialogue, the willingness to be a questioner without presupposing one’s own answers and therefore assuming responsibility – being response-able in the sense of Levinas (1981) – that is, having the ability to respond, implies a responsibility. Reading vignettes together leads (future) teachers to generate new perspectives and facets of meaning as a result of reflexive – dialogical, not dialectical – processes.
In this way, participants in vignette multiplier “trainings” seem to have co-experiential experiences that can lead to self-transformation, emancipation and professional development. The activation of multiple perspectives stimulates participants not to produce universal knowledge, but a new interweaving of training, learning, research and action. The educators are involved in a learning dialogue: they view what is happening in practice and their professional development from different perspectives and are ideally placed to question assumptions, theoretical frameworks and perspectives they had previously taken for granted (Mezirow & Taylor, 2009). The group discussion that
open-minded people who want to continue to train and transform their views and take pleasure in being together and engaging with each other professionally. (Sandra)
3 The Training Modules: Content and Its Preparation, Approach and Procedure
At all the locations the training modules were divided into the topics set out in the handbook, as follows: Perception, Body, Vignette and Learning (Agostini et al., 2023). The training content was adapted to the respective target groups, e.g., first-year university students, educational practitioners and teacher trainers.
3.1 Perception
The phenomenological approach assumes that reflecting on perception offers great potential to improve personal understanding of educational situations. This means trying to put aside everything one already knows about the world in order to find new ways of seeing, hearing and feeling. In phenomenology, this would be the step of epoché (Husserl, 1913/2010): setting aside one’s own prejudices about humans and the world in order to be able to learn more about them. A distinction is made between how phenomena appear to humans and how they really are. Reserving one’s own judgement is an important step for the vignette methodology. Social conventions have a considerable influence on human perception, which is why it is important to become aware of them. In this context, Bourdieu (1977, p. 168) argues that perceptions and experiences are based on the doxa, the “universe of the undiscussed”. He understands the doxa as social beliefs that have a lasting influence on how people and the world are perceived. Social beliefs are established as norms and rarely challenged, including teaching from the front (or “chalk and talk”). Reflecting on the way things are perceived can help in learning to approach situations differently. In phenomenology, it is therefore important to distinguish initial perception from retrospective perception, which means reflection on experience (Merleau-Ponty, 1945/2005). Perception therefore has a temporal dimension, i.e. objects/experiences can appear differently over time (with increasing experience). Vignettes aim to facilitate this retrospective perception of educational scenarios in order to raise awareness of one’s own habitual ways of
With this in mind, the training started with perceptual exercises to discuss some basic phenomenological assumptions – e.g. by asking the participants to focus on what they could smell, hear and see in the room. Participants perceived the same things differently depending on where they were sitting, because the world is experienced physically through the senses. In the phenomenological understanding, the body responds to situations by selecting some aspects and disregarding others (Waldenfels, 1992). Reading and discussing vignettes has shown that perceptions can disintegrate due to the participants’ experience of being physically situated. Consequently, there is not an absolutely objective observer position and it is precisely the diversity of perspectives that presents opportunities to sensitise one’s own perception. In this sense, vignettes are not about what is better or more correct, but rather, what is revealed in different experiences, and how this can be dealt with from a pedagogical, experiential and, not least, practical perspective (Agostini & Anderegg, 2021).
3.2 Body
As already outlined, the body locates people in the world on the one hand and enables them to engage with it on the other (Mian, 2019). It is therefore the body that makes it possible in the first place to perceive the world – from a particular perspective – and to enter into a creative relationship with it. Because
my body is not only an object among all other objects, a nexus of sensible qualities among others, but an object which is sensitive to all the rest, which reverberates to all sounds, vibrates to all colours, and provides words with their primordial significance through the way in which it receives them.
(Merleau-Ponty, 1945/2005, p. 275)
This understanding of the body as the “nexus of living meanings” (Merleau-Ponty, 1945/2005, p. 175) and overcoming the notion of the human being as divided into body and mind, which has prevailed since Descartes, were other focus points of the training modules.
The fact that the body – as a unity of body and mind – enables and shapes thinking about the world and action in it is usually completely lost sight of. It is the body that allows people not only to perceive the world in a certain way but also makes them perceptible to others. As bodily beings, they are material human beings with formative experiences, hopes and fears, limits and demands. They not only express these through language, but also live and show them through their body, which can reveal them to others without our
This phenomenological understanding of the human being as an embodied subject of perception was attempted in order to show how different possibilities of interpretation were identified by paying attention to the bodily expressions of the participants in the vignettes, both when writing the vignettes, whose intersubjective condensation of experience examines bodily expressions, and when discussing the vignettes as well as writing down the vignette readings. Among other things, it became clear to the participants how far one’s own reading of the vignettes was shaped by their own embodied experiences – the person’s field of vision, their body.
3.3 Vignette
The training modules centre on work with phenomenological vignettes. As has already become apparent, these are “short, concise narratives that capture (school) experiences. […] Like a photograph, vignettes have a captivating effect, capturing a moment of experience and fixing it linguistically” (Schratz et al., 2012, p. 34). Vignettes emerge from the co-experiential experience of the vignette writers. This kind of research stance assumes that we cannot observe experience, but that we can co-experience others as experiencers (Laing, 1967).
Vignettes thus aim not only to facilitate closer observation of the fleeting moments of experience shared in the process of learning and teaching by fixing them in writing, but also to make them tangible for the reader. This is what makes work with vignettes captivating and gives them potential: their evocative mode of expression pushes the boundaries of what can be said, which is why they always resonate more with readers than what is set down in words and why they mean more than what they describe (Mian, 2019). Vignettes translate physical expressions, atmosphere and moods into language in an aesthetically concise way. A vignette therefore evokes something different in each reader, touches and captivates everyone in a different way, and gives readers a different perspective on their prior experiences and modes of experience. Vignettes’ evocative language is able to express what is not explicitly described in the vignettes themselves; they open up a range of potential experiences for the reader (ibid.). These possibilities of experience, their own perception of the moments of experience that vignettes make tangible for them, the different readings of vignettes, were elaborated and made visible in the discussions with training participants. Such discursive readings are not about determining the correct way of looking at the events described and establishing one
Vignettes, in fact, facilitate retrospective perception of educational scenarios, enabling educators to distance themselves from the demands they face and the situations in which they find themselves. This provides them with experience of the learning-side, allowing them to look at scenarios in a different way and opening them up to new ways of perceiving, thinking and acting.
In writing vignettes, participants were introduced to a differentiated perception of the situations they had experienced and encouraged to look closely, to listen, to feel and to let others feel what they were affected by.
3.4 Learning
Vignettes capture inter-subjective moments of perception and experience by which vignette writers in the educational field are struck and affected. One can be affected when habitual courses of action and categories of understanding are thwarted and a new meaning emerges. Memorable moments are thus transformed into a narrative text, and in the course of writing and reading vignettes, participants will have had experiences of their own and also learned (Agostini, 2017).
The phenomenological and pedagogical understanding of learning as experience (Meyer-Drawe, 2012) draws very close links between experience and learning. Vignette writers and readers see new experiences as something surprising that can break through familiar habits of perception. They reach the limits of their previous knowledge. In the process, they relive their own experience (Meyer-Drawe, 2003). This is always the case when their expectations and actual events no longer match and the old experiences can no longer be adopted. In this case, inappropriate anticipations formed on the basis of prior knowledge are not fulfilled and thus brought into consciousness. Consequently, learning itself becomes a retrospective and reflexive engagement with prior knowledge, a confrontation with previously effective knowledge (Agostini, 2016).
In summary, experience is only gained and learning only takes place when the experiencer is compelled to restructure his/her own prior knowledge on the basis of new experiences, so that a “change of ‘attitude’, i.e. of the whole horizon of experience” (Buck, 1989, p. 47) occurs. This learning process is by no means cumulative; rather, the horizon of experience is differentiated in three ways: in relation to the self or one’s own person, in relation to the other, and in relation to the world and its (learning) objects (Meyer-Drawe, 2003).
4 Initial Insights into Multiplier Training
Although it is not possible to be conclusive about what participants learned on the training course and how they will use vignettes in their professional learning communities, feedback indicates that participants thought they had gained many new insights. The students’ responses from both locations showed that in general, participants intended to apply what they had learned to their teaching practice, to their research, to practical training in schools, and to reflect on learning processes. Participants indicated that they felt they had contributed to their professional development, for instance by improving their reflective skills. They also referred to a more solid theoretical foundation and improved perceptual awareness. Further, participants indicated they had learned a new technique, become familiar with the theoretical framework and its application, and had found new ways of understanding learning. The participants demonstrated very positive motivation to write vignettes themselves, going beyond just reading/analysing existing vignettes. The main focus of the training was the analysis of sample vignettes through discussion, exploring different experiences and making them useful for practice. The majority of participants were keen to use vignettes in practical situations and for the purposes of professionalisation. They were therefore interested in further training sessions. Regarding students’ opinions expressed in the narrative feedback, they were collected from each student on two main themes: personal impressions of the vignette method and its potential impact on educational practice.
All written and anonymised feedback was carefully read through several times, focusing on critical considerations, identifying all possible units of meaning and taking care to maintain the uniqueness and original profile of each reflection. In the data analysis, special care was taken to reflect the participants’ thoughts, but at the same time we sought to adopt a passive approach that
4.1 On Perception. The Multiplicity of Potential Perceptions
Participants admit that they reacted with astonishment and surprise when they realised how many possible perceptions of a phenomenon the vignettes presented to them. The wide range of perceptions and understandings was especially evident in the discursive reading of the vignettes and the participants’ astonishment at the viewpoints of others soon turned into awareness that they were reorienting their own perceptions. The vignette not only brought to light other ways of seeing, but the participants were absorbing new perceptual experiences, making them their own and developing new ways of opening up to what is other and unfamiliar, as one participant states, for example:
I recognised this added value: the diversity, the complexity of the most varied situations, which can be perceived quite differently. (Marion)
Participants referred to other methods and tools that highlighted the multiplicity of meanings and visions, but indicated that vignettes enabled an embodied, lived and felt experience because they were able to sense the atmosphere, feel bodily movements, perceive gestures; the atmospheres described resonated with each individual as if the experience in question were their own. The vignette readers were able to co-experience the experience of the vignette writer and were surprised that the ‘transfer of experience’ was so vivid and intense. Closely connected to this theme were the participants’ reflections on vignettes showing the multiplicity of any given situation.
Participants reported inspiring experiences and insights. Both what was said and the physical expressions described in the vignettes were significant here, with participants describing them as a new and innovative way of looking at things. The potential of a diversity of perspectives on learning and the recognition of the relevance of perception and corporeality were described by participants as having raising awareness and opening up a new field of knowledge, as one participant noted:
The importance of corporeality: giving linguistic expression to bodily experiences in order to clarify its effect. Recognising the strength of one’s own bodily experience primarily as a strength rather than a weakness. (Maria)
Vignettes draw attention to body language and minimal movements such as small gestures; they mimic a raised eyebrow and sketch a smile that train the co-experiencer to pay attention to different things and how they are manifested. They help us learn to be more attentive and consciously notice what touches and moves us; we pay attention not only consciously and directly, but also unconsciously, or after being drawn to something.
The process of writing a vignette becomes a perceptual exercise for participants. They have to make the situation resonate with the reader while also reflecting on the challenge to their own experiences, their own biography:
How important it is to perceive the environment and make it transparent for readers of vignettes; also, that individual biographical experiences always flow into the writing of vignettes. (Marco)
4.2 On Meaning. The Vignette as Unveiling a Multiplicity of Possible Meanings
The multiplication of possible meanings widens the range of potential responses and actions in situations, both in professional life and, as repeatedly highlighted by the participants, in their personal lives.
The multiplicity of possible meanings that emerge from reading vignettes is a fundamental aspect of using them. Each vignette, writes Iris, a participant,
overwhelms me with the potential meanings that emerge, it also overwhelms my certainties and my own particular views on things. As I became more and more immersed in the method, especially in the writing and discussion phases, it became clear to me how often I looked without seeing, always guided by my habitus and fixed routines. (Iris)
The participants appreciated having their certainties, individual viewpoints, fixed mental structures and implicit theories, if not prejudices and preconceptions, challenged. This is not a matter of reading between the lines, but rather, of recognising that different meanings can exist in parallel and that it is necessary to acknowledge each viewpoint with dignity and value. This led to the development of a very complex professional ethos: Participants felt that the
Through the vignette, I learned that we should be more open to new perspectives that can help us to describe and analyse situations in a new way. (Paul)
4.3 On Pedagogical Practice. The Vignette as a Tool that Enables Educational and Social Professionals to be Researchers
I have learnt to describe what I see carefully, without pre-judgement: documenting the day of the child I follow has now become a professional, scientific way of working. (Anna)
As participants learned to write and read vignettes, they felt they were engaging with the concept of knowledge: vignettes facilitated a different approach to knowledge, a knowledge that is reciprocal, that is always questioning, researching and situated within the life-world (Lebenswelt), the lived space. The vignette is a tool that allows a different approach to knowledge, an approach that recognises the validity of multiple and diverse ‘readings’, that encourages complex relationships and the interdisciplinarity of the human sciences. It draws on knowledge from different disciplines, including philosophy, psychology and pedagogy, but also literature and anthropology, because it allows for the demonstration and illustration of relationships and meanings that osmotically overlap, with each reading relating to all the others. The dialogical reading of the vignettes also develops the readers’ ability to listen to the other, because he or she experiences new spectrums of encounter that are constantly changing through the dialogue itself. Participants in such a dialogue not only learn to bracket prejudices and beliefs (epoché), but also to withdraw and let the other be. Vignette readers and writers do not simply want to know how to use a technique, they want to cultivate an openness that will enable them to grasp and experience situations and events as they arise, accepting them as they are without being constantly tempted to interpret them. It is not true that phenomena reveal their meaning only through a complicated process of analysis, decoding and increasing abstraction; first and foremost, phenomena must be taken at their perceptible face value. This presupposes a phenomenological
Participants also saw multiple potential in the use of vignettes in practice, including the view that vignettes can assist in reflecting on attitudes and professionalisation processes. Since the participants represented a wide range of professional experiences and activity – they included students, educators and scientists – it can be assumed that they also represent different levels of professionalisation. They therefore provided different responses to the question of how they thought they would use vignettes, such as
reflection on teaching scenarios, on actions in educational practice, using vignettes in courses, practical studies, teacher training, for self-reflection or as an instrument for professionalisation. (Diana)
This also underlines the use of vignettes both as a research and professionalisation tool. In both cases, this methodology has the potential to support both theory-based and practical analysis. Vignettes aim to disrupt the continuous flow of action by capturing incidents and scenarios. Such disruption is necessary to enable the analysis of sequences. In this way, theory and practice remain related and relevant to each other (Meyer-Drawe, 1984).
4.4 Strengths and Limitations of the Study
As the participants were unfamiliar with the phenomenological approach, they needed to be introduced to phenomenological principles step-by-step. They sometimes found it difficult to switch from the teaching-side perspective to the less familiar learning-side, and to understand that considering the learning-side does not mean discounting the teacher’s experience. However, participants indicated that writing vignettes helped them to get to grips with this new view of learning and teaching. They reported that in doing so, they had profound experiences that required commitment and effort to grasp the complexity and intertwined nature of learning and teaching. Another challenge was to capture irritating or surprising moments and to present them to themselves and other readers in a way that resonated and could be experienced. Questions that preoccupied participants in this context included: Which moments were worth turning into a vignette? What about the dramaturgy of the vignette, literary aspects such as the passage of time, summaries and omissions? Other challenges for many participants were how to stay with the description rather than quickly moving on to interpretation, how to broaden their own perspective and pay attention to physical expressions. In this context, questions also arose for us in our work with participants, including: How can we combine the
5 How Can Vignettes Contribute to the Professionalisation of (Future) Educators?
This paper describes a pilot study in the first international project on the use of vignettes as a professionalisation tool for (future) educators. Preparation for classroom practice and further training are not challenges that (future) educators can be expected to meet on their own. They are processes that require a diversity of approaches to teaching and learning – and one such approach is offered by this innovative project, which understands learning as experience, which sees learning as going beyond knowledge, truth and theory, and as a “process that opens up new horizons” (Meyer-Drawe, 2003, p. 505). With this understanding of learning, other things come into view: Experiences that can be captured and made to resonate thanks to the vignettes. By giving space to discursive discussion, they not only train perception but also the understanding of learning as experience itself and lead to teaching that is aware of its fragility (Waldenfels, 2002) and painfulness (Meyer-Drawe, 2012). Following this understanding, the educators themselves become learners – and in the case of the project also researchers, as they realise through working with vignettes that the original research instrument, used as a professionalisation tool, contributes to the building of different or new knowledge, a broadening of horizons, a new attitude and thus to ongoing professionalisation. In the process, they may lose cherished thought patterns and habitualised views that help to master everyday life, but in return they gain an openness that makes the experiences of other people available to them and thus makes (future) educators more willing to continue to develop professionally.
It is not possible to say what the participants specifically learned from the training. However, their statements indicate an awareness of being able to “rethink learning by focusing on a phenomenon” (Livia). This was our aim: to promote an understanding of learning and teaching that goes “beyond the reach of teaching” (Schratz et al., 2014, p. 123). Phenomenological vignette research can contribute to this by encouraging those involved to pay attention and care for each other’s perspectives, thus developing an attitude that disrupts habitual structures. When training people to perceive seemingly
It is also clear from the feedback that at least some of the participants will continue to work with this methodology. In addition to a willingness to use vignettes as a professionalisation tool for educators, there is a need for supportive structural factors, such as time and interest on the part of the whole team to participate in quality development. Time is a scarce commodity especially in institutional settings and this can make work with vignettes difficult. The enthusiasm of the multipliers, which was captured in the feedback, could be an advantage here. Multipliers could be an important way of ensuring that vignettes are used in professionalisation processes on a longer-term basis.
Notes
The ProLernen – Professionalisation of educators and educational leaders through learning research with vignettes project – is funded by the Erasmus+ programme/2020-1-AT01-KA203-077981 (11/2020-11/2022).
All German quotations and the vignette have been translated into English by the authors of this chapter.
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