Future teachers play a key role for the implementation of inclusive education in schools. They have to constantly integrate heterogeneity in planning, performance and reflection of their lessons and include the learners’ diversity and use it in a valuing and potential-oriented way. Among other competencies the professional development in planning, performing and reflecting is based by the ability to analyze observed events in lessons and connecting them with content knowledge and pedagogical content knowledge. These analytical competencies are an essential part of a teachers’ professional knowledge and an important factor for analyzing inclusive lessons. Therefore, teacher education at universities plays an important role, as the pre-service teachers should be introduced to inclusive teaching and develop necessary competencies in their study courses. The federally funded project Nawi-In – Teaching Science Education Inclusively provides a contribution towards the professionalization of future teachers for inclusive science education and its research. Framed by a project seminar the pre-service teachers watched a foreign video-vignette about the topic ‘solubility’ at three different dates. The pre-service teachers analyzed the video-vignette with a three step of describing, reasoning and generating alternatives on action. The research is about the development of analytical competencies of teaching students (master) in science education (N=5) regarding inclusive science education using the Analytical Competency Model (ACM). The Reflections were audio-recorded, transcribed and analyzed via qualitative content analysis with the ACM. The results show that the analytical competencies do develop throughout the three survey dates. Over the seminar the pre-service teachers notice more inclusive moments, use more subject-related terms and classify them successively in a context of their theoretical-based knowledge.