Inclusive teacher education as a shared responsibility

The Concept of the Department of German Studies at the University of Duisburg-Essen

Abstract

The article presents how the University of Duisburg-Essen (UDE), one of the leading universities for teacher training, deals with the challenge of inclusive teacher education at the department of German Studies. The process of developing and expanding inclusive teacher education is based on two pillars: First of all, it is about the implementation of inclusive content in the curriculum of the department. Besides that, it is of utmost importance for the lecturers to gain further expertise in the field of inclusion. Both processes are supported and guid-ed by the subproject Deutsch inklusiv [German Inclusive] as a part of the project Professionalisierung für Vielfalt [Professionalization for Diversity] (ProViel). The UDE has large expertise in teacher education with regards to the fields of heterogeneity and migration. Nevertheless, the development of an inclusive education system in Germany after the ratification of The United Nations Convention of the Rights of People with Disabilities in Germany poses various challenges for the teacher training at universities. Professional competence, as well as the necessary attitude future teachers need for their work in inclusive schools, must be conveyed. Therefore, new concepts for seminars in the area of German Didactics, Language and Literature must be developed, implemented and evaluated. To support the development of expertise, diverse (internal) training courses for lecturers as well as e-learning opportunities are offered.