Vol. 2 No. 3 (2019): Approaches to Teacher Education for Inclusive Schools

The development of the entire school system towards an inclusive education system goes hand in hand with changing professionalization requirements for prospective teachers as well as for those working in the teaching profession. This special issue bundles concepts and materials for designing inclusion-sensitive teacher education and presents selected theoretical and empirical contributions to subject-specific and interdisciplinary questions.

Published: 2019-11-20

Empirische Beiträge zu Grundlagen, Rahmenbedingungen und Herausforderungen

Evaluation of a Learning Workshop on Self-regulated Learning for Preservice Teachers Fostering Competencies to Design Individualized Learning

Laura Dörrenbächer-Ulrich, Sarah Rascopp, Franziska Perels

323-345
- Beitrag (Deutsch)
A Quasi-Experimental Study on the Effect of a Role Play on General Ped-agogical Knowledge for Inclusive Teaching

Kristina Gerhard, Vanessa Heuser, Johannes König, Conny Melzer, Kai Kaspar

346-364
- Beitrag (Deutsch)
Auswirkungen inklusiver Lehrer_innenbildung auf das Selbstwirksamkeitsgefühl angehender Englischlehrkräfte im inklusiven Unterricht

Run Tan, Bettina Amrhein

365-382
- Beitrag
Preparing teachers for heterogeneity and multilingualism Insights into a qualification program for future teachers of all subjects

Barbara Hoch, Anja Wildemann

383-399
- Beitrag (Deutsch)
Multi-Professional Cooperation in Inclusive All-day Schools in University Teaching Development of Inclusion-related and Cooperative Attitudes of Prospective Teachers and Social Work Professionals in an Interdisciplinary Masters Seminar

Benedikt Hopmann, Oliver Böhm-Kasper, Birgit Lütje-Klose

400-421
- Beitrag (Deutsch)
- Online-Supplement - Skalendokumentation (Deutsch)

Theoretische Beiträge zu Grundlagen, Rahmenbedingungen und Herausforderungen

Inclusive teacher education as a shared responsibility The Concept of the Department of German Studies at the University of Duisburg-Essen

Daria Ferencik-Lehmkuhl, Fladung Ilka

422-434
- Beitrag (Deutsch)
Teaching-Learning-Modules for a teacher education sensitive to inclusion Development, realization and evaluation in the framework of “design-based-research”

Julia Frohn, Ellen Brodesser

435-451
- Beitrag (Deutsch)
Diversity and inclusion in the training of teachers in Styria

Martin Auferbauer, Erika Hasenhüttl, Peter Much, Ursula Komposch

452-467
- Beitrag (Deutsch)

Editorial

Editorial: Approaches to Teacher Education for Inclusive Schools

Julia Gorges, Birgit Lütje-Klose, Carmen Zurbriggen

i-iv
- Editorial (Deutsch)

Is this good inclusive teaching? With video analyses and school oberservations from theory to practice reflection

Ann-Christin Faix, Birgit Lütje-Klose, Annette Textor, Elke Wild

1-19
Project Work in Inclusive Settings – Sensitize Student Teachers to Joint Learning

Christiane Ruberg, Wibke Kleina

20-46
Norm and normality Reflection on One’s Own Positions of Student Teachers within Dynamics of Social Power in School and Creating Non-Normative Spaces in Teaching

Anne Schröter, Tatjana Zimenkova

47-62
- Beitrag (Deutsch)
- Online-Supplement - Lektüreauswahl (Deutsch)
"Teams on their way to inclusive schools" A seminar concept to promote cooperation skills

Wibke Kleina, Astrid Edith Tan

63-87
Student-teacher-relationship in inclusive primary school settings A professionalization concept for primary school teachers

Laura Faber, Natalie Fischer, Friederike Heinzel

88-101
Beyond the Horizon: Inclusion and Heterogeneity in International Comparison

Nadine Auner, Monika Palowski, Renate Schüssler

102-122
- Beitrag (Deutsch)
Teacher Professionalization for Language Support in Heterogeneous Learning Groups with Digital Media Ein Seminarkonzept an der Universität zu Köln

Diana Gebele, Magdalena Kaleta

123-145
- Beitrag (Deutsch)
- Online-Supplement - Ergebnisse der Seminarevaluation (Deutsch)
Paths of inclusive school development A simulation game-based seminar concept

Sabrina Rutter, Julia Niemann, Kathrin Racherbäumer

146-164
Motivation increase through individual mathematical support Entwicklung eines Veranstaltungskonzeptes zum Erwerb professioneller Kompetenzen zur Motivationsförderung für den Mathematikunterricht in inklusiven Settings

Max Hettmann, Ruth Nahrgang, Axel Grund, Alexander Salle, Stefan Fries, Rudolf vom Hofe

165-192
Learning to Teach Subject Matters in Language-Inclusive Ways – Approaches and Effects of a Didactic Pre-service Teacher Education Course

Dilan Sahin-Gür, Susanne Prediger

193-213
- Beitrag (Deutsch)
Certificate Inklusion – Basiskompetenzen [Inclusion – Basic Competences] Focused Theory-Practice-Connection in Teacher Education for Inclusion

Meike Unverferth, Astrid Rank, Veronika Weiß

214-232
- Beitrag (Deutsch)

Preservice teachers' Professional Development in the Context of Heterogeneity Based on Digital Leraning Units

Katja Adl-Amini, Martina Hehn-Oldiges, Nadine Weber, Nicola Meschede, Charlotte Dignath, Caroline Burgwald, Irene Corvacho del Toro, Ilonca Hardy

233-250
- Beitrag (Deutsch)
The relation of inclusion and academic language learning An Insight into a Module on “Inclusive Academic Language Teaching” in the Context of the Research Project FDQI-HU [Qualification of Pre-Service Teachers at Humboldt-University Berlin in Inclusive Subject-Specific Didactics]

Laura Rödel

251-274
- Beitrag (Deutsch)
- Online-Supplement - Verlaufsplan des Bausteins Sprachbildung (Deutsch)
Negotiation and production of roles in multi-professional teams. Possibilities to Sensitize Future Teachers and Special Needs Educators by Casework and Role Playing

Kathrin te Poel

275-295
- Beitrag (Deutsch)
- Online-Supplement - Materialien zur Seminarsitzung (Deutsch)
Pedagogical and methodological approaches to developing the subject-specific inclusive competence of pre-service foreign language teachers

Carolyn Blume, David Gerlach, Bianca Roters, Torben Schmidt

296-322

Vol. 2 No. 3 (2019): Approaches to Teacher Education for Inclusive Schools

Empirische Beiträge zu Grundlagen, Rahmenbedingungen und Herausforderungen

Evaluation of a Learning Workshop on Self-regulated Learning for Preservice Teachers Fostering Competencies to Design Individualized Learning

A Quasi-Experimental Study on the Effect of a Role Play on General Ped-agogical Knowledge for Inclusive Teaching

Auswirkungen inklusiver Lehrer_innenbildung auf das Selbstwirksamkeitsgefühl angehender Englischlehrkräfte im inklusiven Unterricht

Preparing teachers for heterogeneity and multilingualism Insights into a qualification program for future teachers of all subjects

Multi-Professional Cooperation in Inclusive All-day Schools in University Teaching Development of Inclusion-related and Cooperative Attitudes of Prospective Teachers and Social Work Professionals in an Interdisciplinary Masters Seminar

Theoretische Beiträge zu Grundlagen, Rahmenbedingungen und Herausforderungen

Inclusive teacher education as a shared responsibility The Concept of the Department of German Studies at the University of Duisburg-Essen

Teaching-Learning-Modules for a teacher education sensitive to inclusion Development, realization and evaluation in the framework of “design-based-research”

Diversity and inclusion in the training of teachers in Styria

Editorial

Editorial: Approaches to Teacher Education for Inclusive Schools

Is this good inclusive teaching? With video analyses and school oberservations from theory to practice reflection

Project Work in Inclusive Settings – Sensitize Student Teachers to Joint Learning

Norm and normality Reflection on One’s Own Positions of Student Teachers within Dynamics of Social Power in School and Creating Non-Normative Spaces in Teaching

"Teams on their way to inclusive schools" A seminar concept to promote cooperation skills

Student-teacher-relationship in inclusive primary school settings A professionalization concept for primary school teachers

Beyond the Horizon: Inclusion and Heterogeneity in International Comparison

Teacher Professionalization for Language Support in Heterogeneous Learning Groups with Digital Media Ein Seminarkonzept an der Universität zu Köln

Paths of inclusive school development A simulation game-based seminar concept

Motivation increase through individual mathematical support Entwicklung eines Veranstaltungskonzeptes zum Erwerb professioneller Kompetenzen zur Motivationsförderung für den Mathematikunterricht in inklusiven Settings

Learning to Teach Subject Matters in Language-Inclusive Ways – Approaches and Effects of a Didactic Pre-service Teacher Education Course

Certificate Inklusion – Basiskompetenzen [Inclusion – Basic Competences] Focused Theory-Practice-Connection in Teacher Education for Inclusion

Preservice teachers' Professional Development in the Context of Heterogeneity Based on Digital Leraning Units

The relation of inclusion and academic language learning An Insight into a Module on “Inclusive Academic Language Teaching” in the Context of the Research Project FDQI-HU [Qualification of Pre-Service Teachers at Humboldt-University Berlin in Inclusive Subject-Specific Didactics]

Negotiation and production of roles in multi-professional teams. Possibilities to Sensitize Future Teachers and Special Needs Educators by Casework and Role Playing

Pedagogical and methodological approaches to developing the subject-specific inclusive competence of pre-service foreign language teachers

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