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Inklusionsorientierte Lehr-Lern- Bausteine für die Hochschullehre
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Good inclusive teaching needs teachers who are able to plan and implement pedagogical offers in a heterogeneity-sensitive and adaptive way - however, in university teacher training there are only a few subject-didactically implementable contents for this so far. This book presents five flexibly applicable teaching-learning modules on central topics of inclusive teaching, which were developed by subject didacticians in cooperation with rehabilitation scientists and language educators for university teaching. Starting from the theoretical foundations, the structure, content and materials of the individual teaching-learning modules are presented and commented on didactically. Following on from this, the empirical results of the quantitative and qualitative accompanying evaluation of corresponding courses are analysed. In addition, the suitability of the teaching-learning modules for stabilisation in the university context as well as their possible use in the second and third phase of teacher training are discussed. This book aims to motivate lecturers to use the presented modules in their teaching. It is also aimed at students, researchers and teachers who want to develop their teaching in an inclusive way.
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Keywords
- Adaptiver Unterricht
- Baustein
- Begleituntersuchung
- Bildungskonzept
- Classroom techniques
- Competency
- Conception of teaching
- Deutschland
- diagnostic
- Diagnostik
- Education
- Educational conception
- Educational strategies & policy
- Empirical study
- Empirische Untersuchung
- Evaluation
- Fachdidaktik
- Forschungsprojekt
- Germany
- heterogeneity
- Heterogenität
- Higher education institute
- Higher education lecturing
- Hochschule
- Hochschullehre
- Inclusion
- Inclusive education / mainstreaming
- Inklusion
- Integrative education
- Integrative Pädagogik
- Klassenführung
- Kompetenz
- Lehr-Lern-Prozess
- Lehr-Lern-System
- Lehramtsstudent
- Lehramtsstudiengang
- Lehrerausbildung
- Lehrerbildung
- Lehrevaluation
- Lehrkompetenz
- Linguistic input
- Pädagogische Diagnostik
- Pädagogisches Handeln
- Pedagogical diagnostics
- Pedagogical thinking
- Preservice Teacher Education
- Professionalisierung
- Professionalism
- Professionalität
- Professionality
- Professionalization
- Qualitative Analyse
- Quantitative Analyse
- Reflexion <Phil>
- Remedial instruction sciences
- Selbstreflexion
- Self-reflexion
- Sensibilität
- Sensibility
- Society & Social Sciences
- Sonderpädagogik
- Special education for the handicapped
- Special Needs Education
- Specialized didactics
- Sprachbildung
- student teachers
- subject didactics
- Teacher Education
- Teacher Training
- Teachers' training
- Teaching
- teaching skills
- Teaching-learning process
- teaching-learning research
- thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy::JNFK Educational strategies and policy: inclusion
- University lecturing
- University teaching
- unterricht
- Unterrichtskonzeption
Links
DOI: 10.35468/5798Editions