Details
| Originalsprache | Englisch |
|---|---|
| Titel des Sammelwerks | Book of Abstracts |
| Untertitel | Earli 2019 |
| Seiten | 158-158 |
| Seitenumfang | 1 |
| Publikationsstatus | Veröffentlicht - 2019 |
| Veranstaltung | EARLI 2019: "Thinking Tomorrow's Education: Learning from the past, in the present and for the future" - RWTH Aachen, Deutschland Dauer: 10 Aug. 2019 → 16 Aug. 2019 |
Abstract
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Book of Abstracts: Earli 2019. 2019. S. 158-158.
Publikation: Beitrag in Buch/Bericht/Sammelwerk/Konferenzband › Abstract in Konferenzband › Forschung › Peer-Review
}
TY - CHAP
T1 - „GeLernt“
T2 - EARLI 2019
AU - Sun, Xiaokang
AU - Hundertmark, Sarah
AU - Kauertz, Alexander
AU - Lindmeier, Bettina
AU - Lindmeier, Christian
AU - Nehring, Andreas
AU - Nitz, Sandra
AU - Seremet, Vanessa
AU - Schildknecht, Robin
PY - 2019
Y1 - 2019
N2 - 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.
AB - 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.
U2 - https://earli.org/assets/files/BOA-2019.pdf
DO - https://earli.org/assets/files/BOA-2019.pdf
M3 - Conference abstract
SP - 158
EP - 158
BT - Book of Abstracts
Y2 - 10 August 2019 through 16 August 2019
ER -