Marschall, S./ Würtz, E./ Wallinda, K./ Waschulewski, U./ Lindmeier, C. (2024):

The red thread. Cross-phase counseling competence development for special education teachers: A spiral curriculum to promote resource and solution orientation in multiprofessional teams. In: Greiten, Silvia/ Geber-Knopp, Georg/ Gruhn, Annika/ Köninger, Manuela (eds.): Lehrer:innenbildung für Inklusion. University didactic concepts and perspectives". Weinheim/ Basel: Beltz Juventa, pp. 256-267

Resch, K., Hartmüller, E., Walczuch, S. & Marschall, S. (2023):

Preparing German pre-service teachers in special needs education for school development -
Can we do otherwise? Journal of Research in Special Educational Needs. 00, 1-10,

Available from: https://doi.org/10.1111/147_3802.12600

Würtz,E., Wallinda, K., Marschall, S., Waschulewski, U. & Lindmeier, C. (2022):

Enabling diversity & participation in inclusive schools through systemic counseling competence! - Cross-phase counseling competence development for special education teachers within a spiral curriculum in Rhineland-Palatinate. In: Grummt, M.; Kulig, W., Lindmeier, C. Oelze, V.; Sallat, S. (Eds.):[together with Marek Grummt, Wolfram Kulig, Vera Oelze, Stephan Sallat] Participation, knowledge and communication in special educational discourse (pp. 188-195). Bad Heilbrunn: Klinkhardt.

Marschall, S., Würtz, E., Wallinda, K., Waschulewski, U. & Lindmeier, C. (2022):

Promoting counseling competence - a concept of cross-phase support.
Cross-phase systemic counseling competence development of special education teachers in Rhineland-Palatinate. PFLB - PraxisForschungLehrer*innenBildung, 4 (3), 185-197.

https://doi.org/10.11576/pflb-5413

Marschall, S., Trittmann, W., Hartmüller, E. & Resch, K. (2022):

Recognition ethical aspects in special educational diagnostics in the learning support focus.
A critical analysis. In M. Gebhardt, D. Scheer & M. Schurig (Eds.), Handbuch der sonderpädagogischen Diagnostik.
Grundlagen und Konzepte der Statusdiagnostik, Prozessdiagnostik und Förderplanung (pp. 67-80). Regensburg: University Library.

https://doi.org/10.5283/epub.53149

Wallinda, K., Würtz, E., Waschulewski, U., Marschall, S., Lindmeier, C. (2022):

"Developing counseling skills for inclusion iteratively. Spiral curriculum in practice!". In: Journal for Teacher Education, 22 (2), 52- 64.

http://d oi.org/10.35468/jlb-02-2022-04

Marschall, S. (July 16, 2026):

Transformative Education in Higher Education at RPTU – Practical Examples from Module 1 of the Bachelor’s Degree Program in Teacher Education

Keynote presentation as part of the RPTU Transfer Day – Workshop “ESD in Teaching”

The presentation explored the concept of transformative education according to Mezirow (1978) and conceptually distinguished it from transformative learning as well as from additive educational approaches, emphasizing the necessary educational science foundation as opposed to purely politically driven applications (WBGU 2011). Using the example of two seminars from Module 1 of the Bachelor’s program in Teacher Education (1.7 “Professional Practice of Teachers at the Intersection of Special Education Support and Inclusive Education” and 1.8 “Special Education Counseling in Inclusive Settings (SoBiS)”) at RPTU, it was demonstrated how biographical work, systemic counseling skills, and non-judgmental spaces for reflection enable prospective teachers to shift their perspectives and develop new attitudes. The practical examples were linked to the Future Skills framework, as well as to Education for Sustainable Development (ESD) and the Inner Development Goals. In conclusion, four principles common to both seminar formats were identified—ambiguity competence, reflective capacity, counseling competence, and self-efficacy—which underpin transformative educational processes in teacher education.

Here is the link to the presentation by the Transfer, Innovation, and Sustainability Department for the Transfer Day at RPTU:

https://rptu.de/ueber-die-rptu/organisation/referate/rtin/transfer/rptu-transfertag

Attitude as a functional principle of pedagogical practice - On the reflection of professional action in the field of tension between structure and subject

• MoSAiK central project: Modular school practice integration as a starting point for individual competence development (MoSAiK), University of Koblenz-Landau
• MoSAiK sub-project 15: Special educational counseling in inclusive schools (SoBiS)

• BiWi 5.5 Special educational counseling
• BA-LA 1.6 Ethical and anthropological fundamental questions of special education
• BA-LA 1.7 Professional behavior of teachers in the area of conflict between special educational support and inclusive education