Pub Date : 2020-05-01DOI: 10.30820/0942-2285-2019-2-212
Fanny Hösel, Ariane Bößneck, Anzhela Preissler
The educational policy requirement for equal participation presents enormous challenges for teachers at German schools not only with regard to the design of their core business. Inclusion also comes under the responsibility of all school actors as an organizational and procedural task of school development. There is still a lack of scientifically accompanied and interrelated structures and processes that analyze the needs of schools, determine support measures and translate them into concrete actions. A promising organizational model, according to the findings of the ongoing project »SING – School inclusive design. Development of didactic and organizational structures of an inclusive school«, is the Balanced Scorecard (BSC). The management method originating from the company management already applies in the non-profit area. The aim is to adapt the BSC for the school sector and systematically support and design inclusive school development processes. The article provides initial insights into ongoing project work by outlining the dimensions of inclusive action fields in schools. These will be scientifically evaluated as part of a large-scale mixed-method design at five different pilot schools.
{"title":"Schulentwicklung im Spannungsfeld zwischen gesellschaftlichen und individuellen Anforderungen","authors":"Fanny Hösel, Ariane Bößneck, Anzhela Preissler","doi":"10.30820/0942-2285-2019-2-212","DOIUrl":"https://doi.org/10.30820/0942-2285-2019-2-212","url":null,"abstract":"The educational policy requirement for equal participation presents enormous challenges for teachers at German schools not only with regard to the design of their core business. Inclusion also comes under the responsibility of all school actors as an organizational and procedural task of school development. There is still a lack of scientifically accompanied and interrelated structures and processes that analyze the needs of schools, determine support measures and translate them into concrete actions. A promising organizational model, according to the findings of the ongoing project »SING – School inclusive design. Development of didactic and organizational structures of an inclusive school«, is the Balanced Scorecard (BSC). The management method originating from the company management already applies in the non-profit area. The aim is to adapt the BSC for the school sector and systematically support and design inclusive school development processes. The article provides initial insights into ongoing project work by outlining the dimensions of inclusive action fields in schools. These will be scientifically evaluated as part of a large-scale mixed-method design at five different pilot schools.","PeriodicalId":15874,"journal":{"name":"Journal of Functional Programming","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41389557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.30820/0942-2285-2019-2-356
Alexander Wedel, J. Pfetsch, A. Ittel
Die Lehrkraftebildung verwendet das wissenschaftliche Konstrukt der Evidenz als Grundlage von Entscheidungsprozessen in der Gestaltung von Lerngelegenheiten zu inklusivem Unterrichten. Zwar ist der Zusammenhang von Diagnosewissen und positiver Einstellung zu inklusivem Unterrichten anerkannt, die dazu verfugbare quantitative Evidenz unterliegt jedoch zahlreichen Einschrankungen. Wir diskutieren die Bedingungen der Herstellung von Evidenz in der Lehrkraftebildung und zeigen im Kontext von Zusammenhangsanalysen typische Fehlerquellen klassischer Berechnungsverfahren auf. Datengrundlage ist eine quasi-experimentelle Studie mit 63 Lehramtsstudierenden, die problemorientiert oder instruktionsbasiert padagogisches Diagnostizieren lernen. Durch die Anwendung eines innovativen statistischen Verfahrens, mit dem manifeste Wachstumskurvenmodelle in kleinen Stichproben berechnet werden konnen, zeigen wir, dass ein Zuwachs an Diagnosewissen mit einer Steigerung positiver Einstellungen zu inklusivem Unterrichten einhergehen kann. Im Anschluss diskutieren wir die Bedeutung der Ergebnisse fur den Ubergang angehender Lehrkrafte in die Schulpraxis.
{"title":"Evidenzbasierung und Zusammenhangsanalysen in der Lehrkräftebildung","authors":"Alexander Wedel, J. Pfetsch, A. Ittel","doi":"10.30820/0942-2285-2019-2-356","DOIUrl":"https://doi.org/10.30820/0942-2285-2019-2-356","url":null,"abstract":"Die Lehrkraftebildung verwendet das wissenschaftliche Konstrukt der Evidenz als Grundlage von Entscheidungsprozessen in der Gestaltung von Lerngelegenheiten zu inklusivem Unterrichten. Zwar ist der Zusammenhang von Diagnosewissen und positiver Einstellung zu inklusivem Unterrichten anerkannt, die dazu verfugbare quantitative Evidenz unterliegt jedoch zahlreichen Einschrankungen. Wir diskutieren die Bedingungen der Herstellung von Evidenz in der Lehrkraftebildung und zeigen im Kontext von Zusammenhangsanalysen typische Fehlerquellen klassischer Berechnungsverfahren auf. Datengrundlage ist eine quasi-experimentelle Studie mit 63 Lehramtsstudierenden, die problemorientiert oder instruktionsbasiert padagogisches Diagnostizieren lernen. Durch die Anwendung eines innovativen statistischen Verfahrens, mit dem manifeste Wachstumskurvenmodelle in kleinen Stichproben berechnet werden konnen, zeigen wir, dass ein Zuwachs an Diagnosewissen mit einer Steigerung positiver Einstellungen zu inklusivem Unterrichten einhergehen kann. Im Anschluss diskutieren wir die Bedeutung der Ergebnisse fur den Ubergang angehender Lehrkrafte in die Schulpraxis.","PeriodicalId":15874,"journal":{"name":"Journal of Functional Programming","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45135436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.30820/0942-2285-2020-1-67
Jörg Holkenbrink, Clara Schliessler
Es ist ein Anliegen der performativen Sozialforschung, Wissenschaften und Künste in produktive Verhältnisse zu bringen. Das Zentrum für Performance Studies der Universität Bremen (ZPS) entwickelt seit den 1990er Jahren regelmäßig Projekte, die eine künstlerische Orientierung in wissenschaftlichen Arbeitszusammenhängen ermöglichen. Das dem Zentrum angeschlossene Theater der Versammlung zwischen Bildung, Wissenschaft und Kunst (TdV) gilt als eines der ersten Forschungstheater in Deutschland. In dem als Dialog angelegten Text begegnen sich die Sozialpsychologin und Performerin Clara Schliessler und Jörg Holkenbrink, Leiter des ZPS und des TdV. Sie gehen gemeinsam der Frage nach, wie und bei wem in fächerübergreifenden Projekten des ZPS Wissen generiert wird und welche Lernprozesse durch die performativen Strategien und Interventionen des TdV (nicht nur) in der Welt der Wissenschaften provoziert werden.
{"title":"FREMDELN","authors":"Jörg Holkenbrink, Clara Schliessler","doi":"10.30820/0942-2285-2020-1-67","DOIUrl":"https://doi.org/10.30820/0942-2285-2020-1-67","url":null,"abstract":"Es ist ein Anliegen der performativen Sozialforschung, Wissenschaften und Künste in produktive Verhältnisse zu bringen. Das Zentrum für Performance Studies der Universität Bremen (ZPS) entwickelt seit den 1990er Jahren regelmäßig Projekte, die eine künstlerische Orientierung in wissenschaftlichen Arbeitszusammenhängen ermöglichen. Das dem Zentrum angeschlossene Theater der Versammlung zwischen Bildung, Wissenschaft und Kunst (TdV) gilt als eines der ersten Forschungstheater in Deutschland. In dem als Dialog angelegten Text begegnen sich die Sozialpsychologin und Performerin Clara Schliessler und Jörg Holkenbrink, Leiter des ZPS und des TdV. Sie gehen gemeinsam der Frage nach, wie und bei wem in fächerübergreifenden Projekten des ZPS Wissen generiert wird und welche Lernprozesse durch die performativen Strategien und Interventionen des TdV (nicht nur) in der Welt der Wissenschaften provoziert werden.","PeriodicalId":15874,"journal":{"name":"Journal of Functional Programming","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69611370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.30820/0942-2285-2019-2-192
Poldi Kuhl
The implementation of inclusive schooling (UN-BRK 2008) poses major challenges for schools and teachers. Through their studies teachers often feel unprepared for working in inclusive schools and express a need for further training (Werning 2017). This need, however, is often not matched by suitable training possibilities (Richter, Kuhl, and Pant 2012). The teacher training series »Everybody is Unique« (Jede[r] ist besonders – JIB), developed by the German School Academy (Deutsche Schulakademie – DSA) intends to contribute to the professionalization of principals and teachers and to disseminate good inclusive practice. The accompanying scientific evaluation of JIB aims to provide evidence on the effectiveness of JIB by triangulating various methodological approaches. In this paper, we present first findings on the school development goals JIB participants reported for their schools. Moreover, we discuss these school development goals as means of developmental processes in the context of changing schools.
{"title":"Professionalisierung inklusiver Schulentwicklungsprozesse","authors":"Poldi Kuhl","doi":"10.30820/0942-2285-2019-2-192","DOIUrl":"https://doi.org/10.30820/0942-2285-2019-2-192","url":null,"abstract":"The implementation of inclusive schooling (UN-BRK 2008) poses major challenges for schools and teachers. Through their studies teachers often feel unprepared for working in inclusive schools and express a need for further training (Werning 2017). This need, however, is often not matched by suitable training possibilities (Richter, Kuhl, and Pant 2012). The teacher training series »Everybody is Unique« (Jede[r] ist besonders – JIB), developed by the German School Academy (Deutsche Schulakademie – DSA) intends to contribute to the professionalization of principals and teachers and to disseminate good inclusive practice. The accompanying scientific evaluation of JIB aims to provide evidence on the effectiveness of JIB by triangulating various methodological approaches. In this paper, we present first findings on the school development goals JIB participants reported for their schools. Moreover, we discuss these school development goals as means of developmental processes in the context of changing schools.","PeriodicalId":15874,"journal":{"name":"Journal of Functional Programming","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49277404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.30820/0942-2285-2019-2-71
Ann-Christin Faix, E. Wild, B. Lütje-Klose, Annette Textor
This article presents the conceptualization of an interdisciplinary video-based seminar implemented in teacher education at university. The seminar aims at promoting students’ professional vision of teaching in inclusive classrooms. As a first step towards this goal, students map out and reflect on their subjective theories about what they consider high quality teaching in inclusive classrooms, which may contradict findings from educational and psychological research. To highlight different disciplinary perspective on high quality teaching in inclusive classrooms, the seminar explicitly integrates perspectives from school pedagogy, special education, and psychology. Next, these perspectives are used to develop a grid helping students to systematically observe teaching in inclusive classrooms. Finally, the grid is used in video analyses and real-life observations of inclusive classrooms. The evaluation of the seminar showed positive changes with regard to several variables such as attitudes towards inclusive education and educational knowledge.
{"title":"Professionalisierung für inklusiven Unterricht im Rahmen interdisziplinärer und videogestützter Lehrveranstaltungen","authors":"Ann-Christin Faix, E. Wild, B. Lütje-Klose, Annette Textor","doi":"10.30820/0942-2285-2019-2-71","DOIUrl":"https://doi.org/10.30820/0942-2285-2019-2-71","url":null,"abstract":"This article presents the conceptualization of an interdisciplinary video-based seminar implemented in teacher education at university. The seminar aims at promoting students’ professional vision of teaching in inclusive classrooms. As a first step towards this goal, students map out and reflect on their subjective theories about what they consider high quality teaching in inclusive classrooms, which may contradict findings from educational and psychological research. To highlight different disciplinary perspective on high quality teaching in inclusive classrooms, the seminar explicitly integrates perspectives from school pedagogy, special education, and psychology. Next, these perspectives are used to develop a grid helping students to systematically observe teaching in inclusive classrooms. Finally, the grid is used in video analyses and real-life observations of inclusive classrooms. The evaluation of the seminar showed positive changes with regard to several variables such as attitudes towards inclusive education and educational knowledge.","PeriodicalId":15874,"journal":{"name":"Journal of Functional Programming","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43304965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.30820/0942-2285-2020-1-108
G. Mey
In dem Beitrag werden Möglichkeiten erörtert, um Ergebnisse aus qualitativen Forschungsstudien in Ausstellungen zu präsentieren. Nach einführenden Anmerkungen zur performativen Sozialwissenschaft, die für eine (nicht fach-)öffentliche Dissemination künstlerisch-ästhetische Mittel nutzt, folgen einige Beispiele von Ausstellungen. Der Fokus liegt dabei auf der Verwendung von Interviewdaten und ihrer Transformation als aufbereitete Dossiers, Zitatenkollektionen, Videocollagen und anderen Präsentationsmodi. Im Anschluss werden forschungsethische Überlegungen ebenso wie die Frage der Geltungsbegründung diskutiert.
{"title":"Interviews ausstellen","authors":"G. Mey","doi":"10.30820/0942-2285-2020-1-108","DOIUrl":"https://doi.org/10.30820/0942-2285-2020-1-108","url":null,"abstract":"In dem Beitrag werden Möglichkeiten erörtert, um Ergebnisse aus qualitativen Forschungsstudien in Ausstellungen zu präsentieren. Nach einführenden Anmerkungen zur performativen Sozialwissenschaft, die für eine (nicht fach-)öffentliche Dissemination künstlerisch-ästhetische Mittel nutzt, folgen einige Beispiele von Ausstellungen. Der Fokus liegt dabei auf der Verwendung von Interviewdaten und ihrer Transformation als aufbereitete Dossiers, Zitatenkollektionen, Videocollagen und anderen Präsentationsmodi. Im Anschluss werden forschungsethische Überlegungen ebenso wie die Frage der Geltungsbegründung diskutiert.","PeriodicalId":15874,"journal":{"name":"Journal of Functional Programming","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46398601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.30820/0942-2285-2019-2-313
Silvia Greiten, Thomas Bienengräber, T. Retzmann, Lütfiye Turhan, Marie Schröder
Work placements for students bridge the gap between school and the world of work and the vocational training system. They are part of a comprehensive set of measures for vocational orientation and are organized by a multi-professional team of different actors, such as teachers and other educational staff involved in the process of secondary education and professionals working in institutions that accompany the transition. Though little research has been done on inclusive vocational guidance, it can be assumed that complexity of this process will increase with new cooperations. This article presents results from multi-professional group discussions with participants from various institutions and derives competences for inclusive vocational guidance in schools. The results point to the necessity of identifying fields of action, investigating cooperation between actors within the school system and, above all, determining knowledge references that arise subject-specifically for inclusive vocational orientation from the needs of students with special educational needs.
{"title":"Kompetenzen von Lehrkräften und weiteren pädagogischen Fachkräften als Gelingensbedingungen der inklusiven Berufsorientierung in allgemeinund berufsbildenden Schulen am Beispiel des Organisierens von Schülerbetriebspraktika","authors":"Silvia Greiten, Thomas Bienengräber, T. Retzmann, Lütfiye Turhan, Marie Schröder","doi":"10.30820/0942-2285-2019-2-313","DOIUrl":"https://doi.org/10.30820/0942-2285-2019-2-313","url":null,"abstract":"Work placements for students bridge the gap between school and the world of work and the vocational training system. They are part of a comprehensive set of measures for vocational orientation and are organized by a multi-professional team of different actors, such as teachers and other educational staff involved in the process of secondary education and professionals working in institutions that accompany the transition. Though little research has been done on inclusive vocational guidance, it can be assumed that complexity of this process will increase with new cooperations. This article presents results from multi-professional group discussions with participants from various institutions and derives competences for inclusive vocational guidance in schools. The results point to the necessity of identifying fields of action, investigating cooperation between actors within the school system and, above all, determining knowledge references that arise subject-specifically for inclusive vocational orientation from the needs of students with special educational needs.","PeriodicalId":15874,"journal":{"name":"Journal of Functional Programming","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47107412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.30820/0942-2285-2019-2-237
Lisa Berkel-Otto, Lydia Böttger, N. Fischer, Tetyana Vasylyeva, Svenja Hammer, Constanze Niederhaus
One of the aspects of diversity in the context of school and education and therefore a facet of inclusion is migration-related multilingualism. That is the reason why the professionalization of well-qualified teachers in the field of teaching multilingual learners is more important than ever.
{"title":"Weiterbildendes Studium »Deutsch als Zweitsprache und Mehrsprachigkeit« an der Universität Paderborn","authors":"Lisa Berkel-Otto, Lydia Böttger, N. Fischer, Tetyana Vasylyeva, Svenja Hammer, Constanze Niederhaus","doi":"10.30820/0942-2285-2019-2-237","DOIUrl":"https://doi.org/10.30820/0942-2285-2019-2-237","url":null,"abstract":"One of the aspects of diversity in the context of school and education and therefore a facet of inclusion is migration-related multilingualism. That is the reason why the professionalization of well-qualified teachers in the field of teaching multilingual learners is more important than ever.","PeriodicalId":15874,"journal":{"name":"Journal of Functional Programming","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43081835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.30820/0942-2285-2019-2-288
Susanne Prediger, Jan Kuhl, C. Büscher, Sarah Buró
Fur die Qualitatsentwicklung im inklusiven Fachunterricht der Sekundarstufe 1 liegen zwar bewahrte Unterrichtskonzepte und substanzielle empirische Befunde aus Psychologie, Sonderpadagogik und Fachdidaktik vor, jedoch keine Fortbildungskonzepte, in denen diese Befunde und Konzepte interdisziplinar integriert und handlungsnah aufbereitet sind. Der Artikel stellt die Entwicklung eines forschungsbasierten interdisziplinaren Fortbildungskonzepts fur Regelschullehrkrafte und Forderlehrkrafte vor, das die qualitative Erhebung von inklusionsbezogenen Lehrendenperspektiven zum Ausgangspunkt fur die Spezifizierung und Perspektivierung der Fortbildungsgegenstande macht. Dazu gibt er exemplarische Einblicke in das zugrundeliegende Design-Research-Projekt, in dem das Fortbildungskonzept in drei Designexperimentzyklen iterativ entwickelt, erprobt und untersucht wurde. Er stellt zudem das daraus erwachsene Fortbildungskonzept vor: In funf Fortbildungssitzungen wird fallbezogen ein integratives Handlungskonzept erarbeitet und am Beispiel einer Unterrichtseinheit zu Prozenten mit den Teilnehmenden der Fortbildung erprobt. Die Fortbildung befahigt die Lehrkrafte, fur die Lernvoraussetzungen mathematisches Vorwissen, Sprachkompetenz, Arbeitsgedachtnis und Strategienutzung/metakognitive Regulation jeweils Anforderungen zu identifizieren, differenzierte Schwerpunkte zu setzen, fokussiert zu fordern sowie gemeinsames Lernen zu initiieren.
{"title":"Mathematik inklusiv lehren lernen","authors":"Susanne Prediger, Jan Kuhl, C. Büscher, Sarah Buró","doi":"10.30820/0942-2285-2019-2-288","DOIUrl":"https://doi.org/10.30820/0942-2285-2019-2-288","url":null,"abstract":"Fur die Qualitatsentwicklung im inklusiven Fachunterricht der Sekundarstufe 1 liegen zwar bewahrte Unterrichtskonzepte und substanzielle empirische Befunde aus Psychologie, Sonderpadagogik und Fachdidaktik vor, jedoch keine Fortbildungskonzepte, in denen diese Befunde und Konzepte interdisziplinar integriert und handlungsnah aufbereitet sind. Der Artikel stellt die Entwicklung eines forschungsbasierten interdisziplinaren Fortbildungskonzepts fur Regelschullehrkrafte und Forderlehrkrafte vor, das die qualitative Erhebung von inklusionsbezogenen Lehrendenperspektiven zum Ausgangspunkt fur die Spezifizierung und Perspektivierung der Fortbildungsgegenstande macht. Dazu gibt er exemplarische Einblicke in das zugrundeliegende Design-Research-Projekt, in dem das Fortbildungskonzept in drei Designexperimentzyklen iterativ entwickelt, erprobt und untersucht wurde. Er stellt zudem das daraus erwachsene Fortbildungskonzept vor: In funf Fortbildungssitzungen wird fallbezogen ein integratives Handlungskonzept erarbeitet und am Beispiel einer Unterrichtseinheit zu Prozenten mit den Teilnehmenden der Fortbildung erprobt. Die Fortbildung befahigt die Lehrkrafte, fur die Lernvoraussetzungen mathematisches Vorwissen, Sprachkompetenz, Arbeitsgedachtnis und Strategienutzung/metakognitive Regulation jeweils Anforderungen zu identifizieren, differenzierte Schwerpunkte zu setzen, fokussiert zu fordern sowie gemeinsames Lernen zu initiieren.","PeriodicalId":15874,"journal":{"name":"Journal of Functional Programming","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44399806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-01DOI: 10.30820/0942-2285-2019-2-143
Christian Jäntsch, Martina Dege, Michel Knigge
Professional development is a prerequisite for school staff members to face the continuously changing requirements in education. In the context of inclusion most teachers do not feel adequately prepared in handling certain needs of a heterogenous student body (Seitz and Haas 2015). For implementing inclusive education in school there is an unavoidable need to get teachers into appropriate measures (Stellbrink 2012). For teachers, a first challenge is to get knowledge about their personal professional needs and further on to find respective in-service training programs. The following article asks for how schools organize the partici--shy--pation of their staff members in training activities. Based on qualitative content analysis of interview data it can be shown that the present training offers do not meet the needs that are asked for. We evaluated that the related structures are seen as fairly untransparent and inconsistent. So, with a focus on realizing a continuous in-service teacher program for inclusive education it might be helpful to implement structures that center resources and expertise to provide comprehensive and coherent teacher training programs.
{"title":"»Wenn Sie da reingucken, ist da wirklich eine große Wüste …«","authors":"Christian Jäntsch, Martina Dege, Michel Knigge","doi":"10.30820/0942-2285-2019-2-143","DOIUrl":"https://doi.org/10.30820/0942-2285-2019-2-143","url":null,"abstract":"Professional development is a prerequisite for school staff members to face the continuously changing requirements in education. In the context of inclusion most teachers do not feel adequately prepared in handling certain needs of a heterogenous student body (Seitz and Haas 2015). For implementing inclusive education in school there is an unavoidable need to get teachers into appropriate measures (Stellbrink 2012). For teachers, a first challenge is to get knowledge about their personal professional needs and further on to find respective in-service training programs. The following article asks for how schools organize the partici--shy--pation of their staff members in training activities. Based on qualitative content analysis of interview data it can be shown that the present training offers do not meet the needs that are asked for. We evaluated that the related structures are seen as fairly untransparent and inconsistent. So, with a focus on realizing a continuous in-service teacher program for inclusive education it might be helpful to implement structures that center resources and expertise to provide comprehensive and coherent teacher training programs.","PeriodicalId":15874,"journal":{"name":"Journal of Functional Programming","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43773589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"计算机科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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