TY - CHAP

T1 - Preparing Pre-service Teachers for Inclusive Education

T2 - Analyzing the Status Quo and Comparing the Effect of Different Types of Subject-Specific Learning Opportunities

AU - Troll, Bianka

AU - Besser, Michael

AU - Abels, Simone

AU - Ahlers, Michael

AU - Greve, Steffen

AU - Leiß, Dominik

AU - Süßenbach, Jessica

N1 - Publisher Copyright: © Springer Nature Switzerland AG 2019.

PY - 2019/1/1

Y1 - 2019/1/1

N2 - 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.

AB - 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.

KW - Empirical education research

KW - Professional development

KW - Pre-service teachers’ competence

KW - Inclusive education

KW - Didactics of Mathematics

KW - Didactics of art education

KW - Didactics of sciences education

KW - Physical education and sports

UR - http://www.scopus.com/inward/record.url?scp=85133989801&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/635c5f11-a394-3a34-9153-bc9aee688371/

U2 - 10.1007/978-3-030-11518-0_31

DO - 10.1007/978-3-030-11518-0_31

M3 - Contributions to collected editions/anthologies

AN - SCOPUS:85133989801

SN - 978-3-030-11517-3

SP - 537

EP - 559

BT - Inclusive Mathematics Education

A2 - Kollosche, David

A2 - Marcone, Renato

A2 - Knigge, Michel

A2 - Penteado, Miriam Godoy

A2 - Skovsmose, Ole

PB - Springer International Publishing AG

CY - Cham

ER -