Schulze Effects of Teacher Collaboration and Tandem Compositions on Pre-Service Teachers’ Professional Self-Concepts in Inclusive Education

1. Auflage 2024
ISBN: 978-3-658-45143-1
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 248 Seiten, eBook

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.

Zielgruppe

Research

Autoren/Hrsg.

Schulze, Jan Roland

Inhaltsverzeichnis

Introduction.- Theoretical Background.- Research questions.- Methods of data analysis and data evaluation.-  Empirical quantitative research.- Conclusions and Limitations.

Über Autor(innen)

Jan Roland Schulze, 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.