„GeLernt“
Modelling,, measuring and fostering of professional competencies of pre-service teachers
- verfasst von
- Xiaokang Sun, Sarah Hundertmark, Alexander Kauertz, Bettina Lindmeier, Christian Lindmeier, Andreas Nehring, Sandra Nitz, Vanessa Seremet, Robin Schildknecht
- Abstract
Inclusion is a contemporary educational movement requiring specific competencies of both classroom teachers and special educators as well as cooperation between the two professions. Against this background, the BMBF-joint-project „GeLernt“ makes an attempt to incorporate inclusive teaching as part of the curriculum of Science Education (biology, chemistry and physic) and Special Needs Education of the two participating universities. Based on the P-I-D model, we have developed a competence-model for inclusive teaching as our theoretical framework, which includes disposition (attitude and professional knowledge) and situation-specific skills (diagnostic and didactic component). In addition to these domain-specific competencies, we are focusing on multi-professional cooperation as the essential competencies for successful inclusive teaching. To foster the competencies of students we are developing an interdisciplinary seminar with five modules, which will provide opportunities for multi-professional teamwork of students as well as diagnosis of the learning situations of pupils. For this, we conduct vignettes of scientific experiments of pupils from inclusive classrooms. Based on their perception and interpretation of pupils’ diverse learning problems, potentials and needs, the students will learn and practice how to design teaching and learning process according to the Universal Design for Learning (UDL). In the empirical part we will describe the competencies-profiles of individual student according to the competence-model through quantitative questionnaires and concept maps. Through mixed-methods we want to figure out how the domain-specific competencies influence the process and the results of the co-diagnosis and the co-design of inclusive teaching-learning process.
- Organisationseinheit(en)
-
Institut für Sonderpädagogik
Leibniz Forschungszentrum Inclusive Citizenship
Leibniz School of Education
Fachgebiet Didaktik der Chemie
- Externe Organisation(en)
-
Universität Koblenz-Landau
- Typ
- Abstract in Konferenzband
- Seiten
- 158-158
- Anzahl der Seiten
- 1
- Publikationsdatum
- 2019
- Publikationsstatus
- Veröffentlicht
- Peer-reviewed
- Ja
- Elektronische Version(en)
-
https://doi.org/https://earli.org/assets/files/BOA-2019.pdf (Zugang:
Offen)
