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

Research output: Contributions to collected editions/worksContributions to collected editions/anthologiesResearchpeer-review

Standard

Preparing Pre-service Teachers for Inclusive Education: Analyzing the Status Quo and Comparing the Effect of Different Types of Subject-Specific Learning Opportunities. / Troll, Bianka; Besser, Michael; Abels, Simone et al.
Inclusive Mathematics Education: State-of-the-Art Research from Brazil and Germany. ed. / David Kollosche; Renato Marcone; Michel Knigge; Miriam Godoy Penteado; Ole Skovsmose. Cham: Springer International Publishing AG, 2019. p. 537-559.

Research output: Contributions to collected editions/worksContributions to collected editions/anthologiesResearchpeer-review

Harvard

Troll, B, Besser, M, Abels, S, Ahlers, M, Greve, S, Leiß, D & Süßenbach, J 2019, Preparing Pre-service Teachers for Inclusive Education: Analyzing the Status Quo and Comparing the Effect of Different Types of Subject-Specific Learning Opportunities. in D Kollosche, R Marcone, M Knigge, MG Penteado & O Skovsmose (eds), Inclusive Mathematics Education: State-of-the-Art Research from Brazil and Germany. Springer International Publishing AG, Cham, pp. 537-559. https://doi.org/10.1007/978-3-030-11518-0_31

APA

Troll, B., Besser, M., Abels, S., Ahlers, M., Greve, S., Leiß, D., & Süßenbach, J. (2019). Preparing Pre-service Teachers for Inclusive Education: Analyzing the Status Quo and Comparing the Effect of Different Types of Subject-Specific Learning Opportunities. In D. Kollosche, R. Marcone, M. Knigge, M. G. Penteado, & O. Skovsmose (Eds.), Inclusive Mathematics Education: State-of-the-Art Research from Brazil and Germany (pp. 537-559). Springer International Publishing AG. https://doi.org/10.1007/978-3-030-11518-0_31

Vancouver

Troll B, Besser M, Abels S, Ahlers M, Greve S, Leiß D et al. Preparing Pre-service Teachers for Inclusive Education: Analyzing the Status Quo and Comparing the Effect of Different Types of Subject-Specific Learning Opportunities. In Kollosche D, Marcone R, Knigge M, Penteado MG, Skovsmose O, editors, Inclusive Mathematics Education: State-of-the-Art Research from Brazil and Germany. Cham: Springer International Publishing AG. 2019. p. 537-559 doi: 10.1007/978-3-030-11518-0_31

Bibtex

@inbook{ebdeb30e540d4148a15c71f67f12481f,
title = "Preparing Pre-service Teachers for Inclusive Education: Analyzing the Status Quo and Comparing the Effect of Different Types of Subject-Specific Learning Opportunities",
abstract = "Dealing with diversity at school can be considered a key challenge for inclusive education. Since teachers{\textquoteright} 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{\textquoteright} 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{\textquoteright} competence on inclusive education.",
keywords = "Empirical education research, Professional development, Pre-service teachers{\textquoteright} competence, Inclusive education, Didactics of Mathematics, Didactics of art education, Didactics of sciences education, Physical education and sports",
author = "Bianka Troll and Michael Besser and Simone Abels and Michael Ahlers and Steffen Greve and Dominik Lei{\ss} and Jessica S{\"u}{\ss}enbach",
note = "Publisher Copyright: {\textcopyright} Springer Nature Switzerland AG 2019.",
year = "2019",
month = jan,
day = "1",
doi = "10.1007/978-3-030-11518-0_31",
language = "English",
isbn = "978-3-030-11517-3 ",
pages = "537--559",
editor = "David Kollosche and Renato Marcone and Michel Knigge and Penteado, {Miriam Godoy} and Ole Skovsmose",
booktitle = "Inclusive Mathematics Education",
publisher = "Springer International Publishing AG",
address = "Switzerland",

}

RIS

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 -