Secondary-School Students’ Views on Pull-out as an Opportunity for Reflective Practices in Inclusive Teacher Education

A Cased-Based Approach within a (Collaborative) Online Learning Format

Abstract

In this paper we present a concept as well as case materials for a digital (collaborative) case-based approach within pre-service inclusive teacher education. Based on the BMBF funded project ReLInk, this was developed following the changeover to online teaching and learning in summer semester 2020. This online cased-based learning approach was carried out within a collaborative format between special and general education courses of the universities of Aachen and Hanover as well as within an advanced secondary education course at Göttingen university. In the first week, students engaged with case materials individually. Based on this, online meetings in small groups took place in the following week. Drawing on empirical results of the project ReLInk the case-based learning focuses on secondary students’ views on pull-out situations in the context of ability grouping linked to special education need categorization. In accordance to previous research, we refer to an understanding which emphasizes the role of school in (re)producing difference. With our cased-based learning we aim to encourage reflective practices in pre-service teacher education which address the construction of difference in schools. While our concept for cased-based learning is inspired by Grounded Theory, we do not concentrate on research methods or research-oriented learning. By thus, our concept can be regarded as a mixed-form with respect to given distinctions between cased-based learning formats. By focusing on pull-out, we join current attempts to increase considerations of (inter-)professional collaboration within pre-service teacher-training. In our paper, we present materials, tasks and impulses as well as students’ feedback.