Details
Effects of Teacher Collaboration and Tandem Compositions on Pre-Service Teachers' Professional Self-Concepts in Inclusive Education
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96,29 € |
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| Verlag: | VS Verlag |
| Format: | |
| Veröffentl.: | 28.06.2024 |
| ISBN/EAN: | 9783658451431 |
| Sprache: | englisch |
| Anzahl Seiten: | 258 |
Dieses eBook enthält ein Wasserzeichen.
Beschreibungen
The present work investigates professional self-concept domains of pre-service teachers of the teaching degree programs 'Teaching at Elementary Schools' and 'Special Education' in two different studies. The first study investigates whether and to what extent pre-service teachers' professional self-concepts - with regard to planning and implementing inclusive education and cooperation with colleagues - can be fostered by a university-based learning unit on teacher cooperation in the inclusive classroom. In the second study, differences in the development of pre-service teachers' self-concepts are examined in relation to their type of tandem compositions (freely selected tandems vs. randomly assembled tandems) for the planning and implementation of inclusive lessons in elementary schools.
<p>Introduction.- Theoretical Background.- Research questions.- Methods of data analysis and data evaluation.- Empirical quantitative research.- Conclusions and Limitations.</p>
<p><strong>Jan Roland Schulze</strong>, a research assistant in the "Primary School Pedagogy" working group at Paderborn University, focuses on studying the factors contributing to the success of teacher collaboration aimed at enhancing the professional self-concepts of pre-service teachers in inclusive primary education.</p>
<p>The present work investigates professional self-concept domains of pre-service teachers of the teaching degree programs 'Teaching at Elementary Schools' and 'Special Education' in two different studies. The first study investigates whether and to what extent pre-service teachers' professional self-concepts - with regard to planning and implementing inclusive education and cooperation with colleagues - can be fostered by a university-based learning unit on teacher cooperation in the inclusive classroom. In the second study, differences in the development of pre-service teachers' self-concepts are examined in relation to their type of tandem compositions (freely selected tandems vs. randomly assembled tandems) for the planning and implementation of inclusive lessons in elementary schools.</p>
<p><strong>About the author</strong></p>
<p><strong>Jan Roland Schulze</strong>, a research assistant in the "Primary School Pedagogy" working group at Paderborn University, focuses on studying the factors contributing to the success of teacher collaboration aimed at enhancing the professional self-concepts of pre-service teachers in inclusive primary education.</p>
<p><strong>About the author</strong></p>
<p><strong>Jan Roland Schulze</strong>, a research assistant in the "Primary School Pedagogy" working group at Paderborn University, focuses on studying the factors contributing to the success of teacher collaboration aimed at enhancing the professional self-concepts of pre-service teachers in inclusive primary education.</p>
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