Tracking learning experiences. Vignette and Anecdote Research in Tyrolean Primary Schools

The research project "Tracking learning experiences: Vignette and Anecdote Research in Tyrolean Primary Schools," conducted by the University College of Teacher Education Tyrol in collaboration with Ingrid Handle (Department of Education Tyrol) and Evi Agostini (University of Vienna), examined the learning experiences of children in primary schools. From the 2021–22 school year through the 2024–25 school year, five researchers accompanied 20 children at ten public elementary schools in Tyrol through their daily school lives during several field phases, from first to fourth grade. The team was supported for one year at a time by four master’s students, who wrote their master’s theses based on the data collected. Particular attention was paid to those aspects of experience that “come into the researchers’ field of vision prior to any reflexive classification, pedagogical effect, or definitive (cognitive) insight” (Agostini et al., 2023, p. 37): What do children experience at school, and what happens to them there? How do they respond—physically and sensually—to the demands placed on them there? Based on their shared experiences in the field, the researchers wrote (draft) vignettes, which were validated with the students and through discursive exchange within a research group.

The project has resulted in a large number of vignettes that can be (and already are) used in research, teacher education and professional development, and school development. Many of the vignettes created as part of the project are published on the Vignette Research Network’s website (link). Sets of 40 vignettes are presented in so-called “vignette boxes,” which colleagues can borrow from the in-house library.

The following phenomena and facets of learning in elementary schools have proven particularly significant: learning with and from others, voice—the power of acoustics, social connectedness/relationships, motivation/the ability (and willingness) to get started and persevere, stimulating tasks (and less stimulating ones), diversity as a challenge and an opportunity, aspects of time—learning in hourly increments and subjective experience of time, immersion—engaging and delving deeper, performance and performance evaluation/assessment, failure, space—spaces for learning, and safety. Some of these have been examined in greater detail in academic articles, master’s theses, and presentations at academic conferences.

References

Agostini, E.; Rathgeb, G.; Saxer, B.; Waldner, N. (2023). Wahrnehmen ist mehr als sehen. Das wahrnehmende Potenzial phänomenologischer Vignettenforschung für die Professionalisierung von Lehrpersonen und die Unterrichts- und Schulentwicklung. Transfer, Heft 9, 36–51.

Rathgeb, G., & Heidegger, C. (2026). Lernen im Stundentakt und subjektive Zeiterfahrung: phänomenologische Perspektiven auf Diversität und Zeitlichkeit. In C. Aspalter, B. Herzog-Punzenberger, N. Kraker, & G. Wagner (Hrsg.), Diversität diskursiv. Bildungswissenschaftliche Zugänge und pädagogische Perspektiven. Waxmann (in Vorbereitung).

Saxer, B., & Thanei, M. (2025). Ethos im Lehrer*innenberuf. Von der Lektüre phänomenologischer Vignetten zu einer genuin pädagogischen Haltung. In U. Barth, & A. Wiehl (Hrsg.), Ethos in der Pädagogik – eine professionelle Haltung reflektieren und ausbilden. Beltz Juventa.