One of the central tasks and challenges for prospective teachers is to design inclusive subject lessons and thus to link subject learning with inclusive demands. In the BMBF project “Naturwissenschaftlichen Unterricht inklusiv gestalten” (Teaching Science Education Inclusively), students in a master’s program are prepared to recognise inclusive science teaching based on criteria and to be able to teach science in the primary level or chemistry and/or biology respectively science in the lower secondary level in an inclusive way. We use questionnaires, video-stimulated reflections, and videography during a preparatory seminar and an accompanying seminar for the long-term internship to investigate what students perceive in their own and others’ instructional videos regarding inclusive science instruction, how they
interpret what they perceive, and which inclusive science elements students implement in
their own instruction. The data will be evaluated descriptively statistically and qualitatively content-analytically.
Two analytical tools are used for qualitative data evaluation. On the one hand, the KinU (category system for inclusive science teaching) is used, which shows inclusive approaches to science specifics in a literature-based way. The KinU is used to analyse what students perceive in their own and others’ videos, and which inclusive science elements they implement in their own teaching. At the same time, the KinU serves as a basis for students to plan, analyse, and reflect on science education in an inclusive way. Second, the ACDM (Analytical Competency Development Model) is used to find out how students analyse what they perceive in their own and others’ videos regarding inclusive science teaching.
The results of our studies show an increase in students’ competencies. They perceive
more and more diverse aspects of inclusive subject teaching in others’ and their own instructional videos and take them into account more soundly in their own lesson planning and implementation. They can use the theory-based aspects to a greater extent for the analysis and reflection of their own and other teachers’ teaching. The pre-service teachers appreciate
the criterion-guided approach as a basis for their professionalisation.
The results have implications for further criterion-guided systematisation of teacher education and professional development as well as research into inclusive science teaching, for which the KinU can be applied. It can also be the basis for other subjects and their inclusive design