“Problem Solving by Design” – A Learning Program for Primary School Student Teachers to Promote the Social Participation of Children with (Special) Educational Needs

Abstract

The article includes the evaluation of the case-based and practice-oriented learning program “Problem Solving by Design” as part of a seminar course in the primary school teaching qualification program. The learning program “Problem Solving by Design” is an innovative didactic opportunity for student teachers to become more alert to the social participation of pupils with (special) educational needs and to plan appropriate learning opportunities for the pupils. According to Elting et al. (2019), in a broad understanding of inclusion, this refers to all pupils who require educational and, if necessary, special educational support from the teacher. These children are particularly affected by social exclusion in primary school (Böttinger, 2021). Taking into account the levels of teacher and lesson, the question of which support options student teachers have in mind or plan for children with (special) educational needs in “Problem Solving by Design” is investigated. To this end, the learning products of the students (N = 108) were analyzed using qualitative content analysis according to Mayring (2022). Through cooperative learning and adaptive lesson design, the students primarily address the lesson level. The teacher-pupils relationship, feedback processes and the attitude towards diversity at the teacher level were however hardly mentioned by the students. The results are discussed against the background of teacher training.