"It's where learning and teaching begins ‒ is this relationship" - insights on the teacher-student relationship at university from the teachers' perspective.

Positive teacher-student relationships have been identified as important for teacher and student well-being and for high-quality teaching and learning processes and outcomes. However, research on the perceptions of teachers in higher education on a high-quality relationship with students and the perceived antecedents is still scarce. This study aimed to address this research gap by interviewing 15 Australian higher education teachers about their perception of forming relationships with first-year students. The results suggest that the quality of the teacher-student relationship comprises both a professional and an interpersonal dimension, reflecting the different roles teachers and students assume within it. These two dimensions can be further differentiated into various relational quality indicators, such as approachability, care, support, trust, and others. Furthermore, the results indicate that several contextual and personal attributes contribute to the development of this relationship. Implications about how to shape positive relationships between teachers and students in higher education are discussed.

[Students' perspectives on school and daily life in times of the Corona crisis in early 2020]. / Perspektiven auf Schul- und Lebenswelten in Schüler/innen-Narrationen während der Corona-Krise im Frühjahr 2020.

The aim of the international study "Futures Literacy-Children's Crisis Narrations as Spaces of Utopias of Solidarity" is to gain insights into their (living) world and perspectives on home-schooling in times of the Corona Crisis by means of crisis narratives by schoolchildren. The data collection (n = 237) is based on a special writing assignment to the pupils, in which they are asked to describe how they tell their grandchildren about the time of the Corona crisis in the fictional future in the role of the grandparents-60 years later. The task requires an anticipatory effort from the present point of view, which stimulates them to reflect on their current situation from a certain "distance" (stimulating them to adopt a perspective and to construct a "vision"). The perspective of children is explicitly placed in the center of interest in order to draw conclusions about the issues that concern this age group in times of crisis. The aim is to find out how pupils from different European countries (Switzerland, Austria and Greece) deal with the Corona crisis and its consequences for their life-world, how they experience it and how they process it cognitively/emotionally. Theoretically, the study ties in with the concept of futures literacy. The texts produced by the students will be evaluated by means of a systematic combination of quantitative and qualitative content analysis (using Latent Class Analysis). Typical narrative and argumentative text patterns (narrative characteristics) will be identified.