Vol. 2 No. 3 (2019): Approaches to Teacher Education for Inclusive Schools

Empirische Beiträge zu Grundlagen, Rahmenbedingungen und Herausforderungen

• Evaluation of a Learning Workshop on Self-regulated Learning for Preservice Teachers Fostering Competencies to Design Individualized Learning

  Laura Dörrenbächer-Ulrich, Sarah Rascopp, Franziska Perels

  323-345

  • Beitrag (Deutsch)

• A Quasi-Experimental Study on the Effect of a Role Play on General Ped-agogical Knowledge for Inclusive Teaching

  Kristina Gerhard, Vanessa Heuser, Johannes König, Conny Melzer, Kai Kaspar

  346-364

  • Beitrag (Deutsch)

• Auswirkungen inklusiver Lehrer_innenbildung auf das Selbstwirksamkeitsgefühl angehender Englischlehrkräfte im inklusiven Unterricht

  Run Tan, Bettina Amrhein

  365-382

  • Beitrag

• Preparing teachers for heterogeneity and multilingualism Insights into a qualification program for future teachers of all subjects

  Barbara Hoch, Anja Wildemann

  383-399

  • Beitrag (Deutsch)

• Multi-Professional Cooperation in Inclusive All-day Schools in University Teaching Development of Inclusion-related and Cooperative Attitudes of Prospective Teachers and Social Work Professionals in an Interdisciplinary Masters Seminar

  Benedikt Hopmann, Oliver Böhm-Kasper, Birgit Lütje-Klose

  400-421

  • Beitrag (Deutsch)

Theoretische Beiträge zu Grundlagen, Rahmenbedingungen und Herausforderungen

• Inclusive teacher education as a shared responsibility The Concept of the Department of German Studies at the University of Duisburg-Essen

  Daria Ferencik-Lehmkuhl, Fladung Ilka

  422-434

  • Beitrag (Deutsch)

• Teaching-Learning-Modules for a teacher education sensitive to inclusion Development, realization and evaluation in the framework of “design-based-research”

  Julia Frohn, Ellen Brodesser

  435-451

  • Beitrag (Deutsch)

• Diversity and inclusion in the training of teachers in Styria

  Martin Auferbauer, Erika Hasenhüttl, Peter Much, Ursula Komposch

  452-467

  • Beitrag (Deutsch)

Editorial

• Editorial: Approaches to Teacher Education for Inclusive Schools

  Julia Gorges, Birgit Lütje-Klose, Carmen Zurbriggen

  i-iv

  • Editorial (Deutsch)

• Is this good inclusive teaching? With video analyses and school oberservations from theory to practice reflection

  Ann-Christin Faix, Birgit Lütje-Klose, Annette Textor, Elke Wild

  1-19

  • Beitrag (Deutsch)

• Project Work in Inclusive Settings – Sensitize Student Teachers to Joint Learning

  Christiane Ruberg, Wibke Kleina

  20-46

  • Beitrag (Deutsch)

• Norm and normality Reflection on One’s Own Positions of Student Teachers within Dynamics of Social Power in School and Creating Non-Normative Spaces in Teaching

  Anne Schröter, Tatjana Zimenkova

  47-62

  • Beitrag (Deutsch)

• "Teams on their way to inclusive schools" A seminar concept to promote cooperation skills

  Wibke Kleina, Astrid Edith Tan

  63-87

  • Beitrag (Deutsch)

• Student-teacher-relationship in inclusive primary school settings A professionalization concept for primary school teachers

  Laura Faber, Natalie Fischer, Friederike Heinzel

  88-101

  • Beitrag (Deutsch)

• Beyond the Horizon: Inclusion and Heterogeneity in International Comparison

  Nadine Auner, Monika Palowski, Renate Schüssler

  102-122

  • Beitrag (Deutsch)

• Teacher Professionalization for Language Support in Heterogeneous Learning Groups with Digital Media Ein Seminarkonzept an der Universität zu Köln

  Diana Gebele, Magdalena Kaleta

  123-145

  • Beitrag (Deutsch)

• Paths of inclusive school development A simulation game-based seminar concept

  Sabrina Rutter, Julia Niemann, Kathrin Racherbäumer

  146-164

  • Beitrag (Deutsch)

• Motivation increase through individual mathematical support Entwicklung eines Veranstaltungskonzeptes zum Erwerb professioneller Kompetenzen zur Motivationsförderung für den Mathematikunterricht in inklusiven Settings

  Max Hettmann, Ruth Nahrgang, Axel Grund, Alexander Salle, Stefan Fries, Rudolf vom Hofe

  165-192

  • Beitrag (Deutsch)

• Learning to Teach Subject Matters in Language-Inclusive Ways – Approaches and Effects of a Didactic Pre-service Teacher Education Course

  Dilan Sahin-Gür, Susanne Prediger

  193-213

  • Beitrag (Deutsch)

• Certificate Inklusion – Basiskompetenzen [Inclusion – Basic Competences] Focused Theory-Practice-Connection in Teacher Education for Inclusion

  Meike Unverferth, Astrid Rank, Veronika Weiß

  214-232

  • Beitrag (Deutsch)

• Preservice teachers' Professional Development in the Context of Heterogeneity Based on Digital Leraning Units

  Katja Adl-Amini, Martina Hehn-Oldiges, Nadine Weber, Nicola Meschede, Charlotte Dignath, Caroline Burgwald, Irene Corvacho del Toro, Ilonca Hardy

  233-250

  • Beitrag (Deutsch)

• The relation of inclusion and academic language learning An Insight into a Module on “Inclusive Academic Language Teaching” in the Context of the Research Project FDQI-HU [Qualification of Pre-Service Teachers at Humboldt-University Berlin in Inclusive Subject-Specific Didactics]

  Laura Rödel

  251-274

  • Beitrag (Deutsch)

• Negotiation and production of roles in multi-professional teams. Possibilities to Sensitize Future Teachers and Special Needs Educators by Casework and Role Playing

  Kathrin te Poel

  275-295

  • Beitrag (Deutsch)

• Pedagogical and methodological approaches to developing the subject-specific inclusive competence of pre-service foreign language teachers

  Carolyn Blume, David Gerlach, Bianca Roters, Torben Schmidt

  296-322

  • Beitrag (Deutsch)