Preparing Pre-service Teachers for Inclusive Education: Analyzing the Status Quo and Comparing the Effect of Different Types of Subject-Specific Learning Opportunities

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Dealing with diversity at school can be considered a key challenge for inclusive education. Since teachers’ competence has a crucial impact on successful teaching, supporting pre-service teachers in building up competence for dealing with diversity successfully is a central interest in teacher education. Therefore, university teachers must consider ways of preparing pre-service teachers for inclusive education by implementing new learning opportunities into the curriculum that deal with diversity. The research project I-BALL faces this challenge: Based on recent reviews highlighting central didactical concepts that make teacher professional development happen successfully for both pre-service and in-service teachers, this research project analyzes empirically the effect of different types of subject-specific learning opportunities in mathematics, physical education, music, and science on pre-service teachers’ competence regarding beliefs, self-efficacy, and self-reported pedagogical content knowledge about inclusive education. This research has shown that brief learning opportunities can positively affect the development of some scopes of (self-reported) pre-service teachers’ competence on inclusive education.
Original languageEnglish
Title of host publicationInclusive Mathematics Education : State-of-the-Art Research from Brazil and Germany
EditorsDavid Kollosche, Renato Marcone, Michel Knigge, Miriam Godoy Penteado, Ole Skovsmose
Number of pages23
Place of PublicationCham
PublisherSpringer International Publishing AG
Publication date01.01.2019
ISBN (Print)978-3-030-11517-3
ISBN (Electronic)978-3-030-11518-0
Publication statusPublished - 01.01.2019

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