From a Guiding Principle to a Seminar Concept and Back – Approaches to Reflektierte Handlungsfähigkeit [Ability to Act in a Reflected Way] in an Inclusive and Diversity-Sensitive Pre-Service Teacher Education

Abstract

In this article, two exemplary seminar concepts are presented. These courses are embedded in the project “Leibniz-Prinzip” [Leibniz Principle] at Leibniz University Hannover, focusing the development of an inclusive and diversitysensitive belief-system, which is basic for the guiding principle Reflektierte Handlungsfähigkeit [Ability to Act in a Reflected Way]. Also other important elements of that principle guideline and the process of professionalization are introduced, which should be taken into consideration for planning pedagogic settings in preservice teacher education. Reflection is a central part of teacher education and should be evoked and supported from the very beginning. The EDAMA model of reflection is used to analyze how lecturers can offer reflective occasions in courses for students