Literature

Baumert, J. & Kunter, M. (2013). Keyword: Professional competence of teachers. I. Gogolin, H. Kuper, H.-h. Krüger & J. Baumert (Eds.), Keyword: Journal of Educational Science (pp. 277-338). Springer VS.

Bosse, D., Meier, M., Trefzger, T. & Ziepprecht, K. (2020). Teaching-learning laboratories - university practice, empirical research and future development. Teacher education on the test bench, 13(1), 5-24.

Bosse, D., Wodzinski, R. & Griesel, C. (eds.) (2022). Teaching-learning laboratories at the University of Kassel. Research-based linking of theory and practice under the aspect of cognitive activation (2nd, corr. ed.). kassel university press(https://doi.org/doi:10.17170/kobra-2021).

Bräutigam, M. (2015). Sport didactics. A textbook in 12 lessons (5th ed.). Meyer & Meyer.

Gerber, M. (2016). Communicating efficiently with students. In M. Gerber (Ed.), Educational psychology in physical education. A textbook in 14 lessons (pp. 228-253). Meyer & Meyer.

Gröschner, A. & Kleinknecht, M. (2013). Quality of teaching - approaches from the perspective of teaching research. In L. Haag, S. Rahm, H.J. Apel & W. Sacher (Eds.), Studienbuch Schulpädagogik (5th, fully revised ed.; pp. 162-177). Klinkhardt.

Herrmann, C. (2019). Evaluation of teaching quality in physical education with the QUALLIS instrument. Movement and sport, 73(2), 12-17.

Herrmann, C., Seiler, S. & Niederkofler, B. (2016). "What is good physical education?" Dimensions of teaching quality. sportunterricht, 65(3), 77-82.

Herrmann, C., Gogoll, A. & Gerlach, E. (2020). Teaching quality in physical education. In E. Balz, C. Krieger, W.-D. Miethling & P. Wolters (Eds.), Empirie des Schulsports (3rd, fully revised ed.; pp. 61-81). Meyer & Meyer.

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Jerusalem, M. & Drössler, S. (2007). Self-efficacy expectation. "Promoting competent social behavior". In M. Jerusalem, S. Drössler, D. Kleine, J. Klein-Heßling, W. Mittag & B. Röder (Eds.), Promoting self-efficacy and self-determination in the classroom, scales to measure teacher and student characteristics (pp. 82-83). Humboldt University of Berlin.

Jerusalem, M. & Röder, B. (2007). Self-efficacy expectation "Promoting motivated learning". In M. Jerusalem, S. Drössler, D. Kleine, J. Klein-Heßling, W. Mittag & B. Röder (Eds.), Promoting self-efficacy and self-determination in the classroom, scales to measure teacher and student characteristics (pp. 80-81). Humboldt University of Berlin.

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Krieg, M. & Kreis, A. (2014). Reflection in mentoring conversations - a myth? Journal for Higher Education Development, 9(1), 103-117.

Laging, R. (ed.) (2009). Contents and topics of movement and physical education. From exercise catalogs to teaching in movement fields. Schneider.

Lipowsky, F., & Bleck, V. (2019). What do we know about good teaching? - An update. In R. Steffens & R. Messner (Eds.), Teaching quality. Concepts and balances of successful teaching and learning (219-249). Waxmann.

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Peter, J., Leichner, N., Mayer, A. K. & Krampen, G. (2015). IEBL inventory for the evaluation of blended learning.https://doi.org/10.23668/psycharchives.4590

Ruin, S. (2021). Why school sport, with what content and how? Perspectives on sport pedagogical curriculum research at lower secondary level. sportunterricht, 70(10), 434-439.

Scheid, V. & Prohl, R. (eds.) (2022). Sport didactics. Basics, forms of teaching, fields of movement (3rd, revised and corrected ed.). Limpert.

Seiler, S., Ferrari Ehrensberger, I. & Messmer, R. (2016). Tasks in physical education. Competence-oriented tasks for physical education at secondary levels I and II. sportunterricht, 65(11), 322-327.

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Sommer, A. (2012). Appreciative feedback in schools. Learning Opportunities, 15(4), 28-32.

Wegener, M., Herder, T. & Weber, M. L. (2018). "Come together again for a moment!" On reflection in physical education. sportunterricht, 67(9), 393-397.

Wibowo, J. (2018). Accompanying cooperative learning in physical education. In I. Bähr & J. Wibowo (Eds.), Cooperative learning in physical education (pp. 211-225). Schneider.

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Wolters, P. (2015). Case work in physical education teacher education. Meyer & Meyer.

Wyss, C. (2013). Teaching and reflection. A multi-perspective study of teachers' teaching and reflection skills. Waxmann

Literature on the teaching-learning laboratory in sports education

Contributions

Hillebrand, T. (2024). Professionalization processes in the teaching-learning-laboratory sports pedagogy. An empirical study with prospective physical education teachers. Dissertation, University of Kassel (February 2024).

Albert, A., Scheid, V. & Hillebrand, T. (2022). Reflection in physical education studies - research-based learning in the teaching-learning laboratory of physical education. In J. Klusmeyer & D. Bosse (Eds.), Concepts of reflective practice studies in teacher education (pp. 17-48). Springer VS.

Scheid, V., Albert, A. & Hillebrand, T. (2022). Teaching-learning laboratory in physical education - structure, conception and application. In D. Bosse, R. Wodzinski & C. Griesel (Eds.), Teaching-learning laboratories at the University of Kassel. Research-based linking of theory and practice under the aspect of cognitive activation (pp. 66-77) (2nd, corr. ed.). kassel university press(https://doi.org/doi:10.17170/kobra-2021).

Thissen, A., Scheid, V. & Albert, A. (2019). Lesson reflection and video case work - A study on the reflective ability of physical education students in school internships. sportunterricht, 68(5), 207-213.

Thissen, A. (2019). Reflection skills in teacher training - an empirical study in the context of school internships in physical education. Dissertation, University of Kassel.

Thissen, A., Albert, A. & Scheid, V. (2019). Promoting reflection skills through (video) case work in the subject of sport. In M. Hartmann, M., R. Laging & C. Scheinert (Eds.), Professionalization in physical education teacher education. Concepts and research in the context of the "Qualitätsoffensive Lehrerbildung" (Series Bewegungspädagogik, vol. 13) (pp. 165-175). Schneider.

Posters and presentations

Albert, A., Scheid, V. & Hillebrand, T. (2024). Blended-learning concepts in sports pedagogy teaching - A comparison of rotation and flex models (Poster dvs-Sektionstagung Sportpädagogik, Universität Duisburg-Essen).

Hillebrand, T., Albert, A. & Scheid, V. (2024). Studying in the teaching-learning-laboratory of sports pedagogy - selected findings on the development of reflective performance (Lecture dvs-Sektionstagung Sportpädagogik, University of Duisburg-Essen).

Albert, A., Hillebrand, T. & Scheid, V. (2023). Blended-learning concepts in sports education teaching in comparison (Poster project week student participation, Kassel 2023).

Hillebrand, T., Scheid, V. & Albert, A. (2023). Professionalization in the teaching-learning laboratory of physical education (poster final conference Kassel QLB projects "Digitalization in school and teacher education - a look into the year 2040", Kassel 2023)

Hillebrand, T., Albert, A. & Scheid, V. (2021). Professionalization in the teaching-learning laboratory of physical education. University of Kassel (Presentation Annual Conference of the dvs Section Sport Pedagogy, Hildesheim 2021).

Albert, A., Thissen, A., Scheid, V., Breithaupt, T. & Isermann, K. (2019).Research-based learning in the Teaching-Learning-Laboratory Sport. University of Kassel (Presentation 24th dvs-Hochschultag, Berlin 2019).

Scheid, V., Albert, A., Thissen, A. & Breithaupt, T. (2019). Teaching-Learning-Laboratory Sport - exploratory and research-based learning in physical education teacher education. University of Kassel (Presentation at the annual conference of the dvs section Sport Pedagogy, Heidelberg 2019).

Albert, A., Scheid, V. & Thisssen, A. (2018). Video case work in the training of physical education teachers - On the use of the case archive "Unterricht unter der Lupe" in the reflection of quality characteristics in physical education. University of Kassel (Presentation at the annual conference of the dvs section on physical education, Chemnitz 2018).