Erhorn, J., Langer, W., Meister, A., Pöppel, K. & Wirzing, D. (2025). Effects of a School Internship on Situation-Specific Skills for an Inclusive PE-Evaluation of a PETE Concept for Prospective PE Teachers. Education Sciences, 15(5), 540. https://doi.org/10.3390/educsci15050540

Langer, W., Bruns, J., Erhorn, J. (2023). Development and Validation of a Video-based Test Instrument to Measure Noticing with Regard to Providing Individual Learning Support in Inclusive Physical Education. Journal for Educational Research Online, 15 (1), 51-73. https://doi.org/10.31244/jero.2023.01.03

Meister, A., Brandes, B. & Erhorn, J. (2024). Reflecting with students on the demand dimensions of inclusive physical education. Development of a requirement situation-related competence profile for physical education teachers. QfI - Qualification for Inclusion, 5 (3), doi: 10.21248/QfI.145 https://www.qfi-oz.de/index.php/inklusion/article/view/145

Erhorn, J. & Langer, W. (2022). Qualification of prospective physical education teachers for inclusive physical education. In D. Lutz, J. Becker, F. Buchhaupt, D. Katzenbach, A. Strecker & M. Urban (Eds.), Qualification for Inclusion. Secondary level (pp. 101-114). Waxmann. https://www.pedocs.de/volltexte/2022/24593/pdf/Qualifizierung_fuer_Inklusion_2022_3_Sekundarstufe.pdf