Linking Competences for Inclusion and Digitalisation Required in Teach-er Training: Theoretical and Conceptual Foundations of the Learning and Teaching Environment inklud.nrw

Abstract

The acquisition of competences concerning inclusion and digitalization represents current cross-sectional tasks in teacher training. A systematic, conceptual interlocking of both in school and university has not yet been achieved, although synergy effects can be expected for students as well as for teachers. Therefore, suitable offers for professionalization, which link inclusion and digitalization in a meaningful way, are needed. The project inklud.nrw uses case work to develop a learning concept for teacher training in educational sciences. Inclusion and digitalization are linked to ensure the full participation of all pupils; students are to be qualified for the pedagogical and didactical design of inclusive media teaching. The article shows exemplarily how this type of innovative learning environment can be theoretically founded and conceptually designed. At the same time, questions of sustainable quality assurance are raised.