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Inclusive Mathematics Education pp 537–559Cite as

Preparing Pre-service Teachers for Inclusive Education: Analyzing the Status Quo and Comparing the Effect of Different Types of Subject-Specific Learning Opportunities

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Abstract

Dealing with diversity at school can be considered a key challenge for inclusive education. Since teachers’ competence has a crucial impact on successful teaching, supporting pre-service teachers in building up competence for dealing with diversity successfully is a central interest in teacher education. Therefore, university teachers must consider ways of preparing pre-service teachers for inclusive education by implementing new learning opportunities into the curriculum that deal with diversity. The research project I-BALL faces this challenge: Based on recent reviews highlighting central didactical concepts that make teacher professional development happen successfully for both pre-service and in-service teachers, this research project analyzes empirically the effect of different types of subject-specific learning opportunities in mathematics, physical education, music, and science on pre-service teachers’ competence regarding beliefs, self-efficacy, and self-reported pedagogical content knowledge about inclusive education. This research has shown that brief learning opportunities can positively affect the development of some scopes of (self-reported) pre-service teachers’ competence on inclusive education.

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Notes

  1. 1.

    I-BALL: Inklusive Basiskompetenzen in der Lehrerinnen- und Lehrerbildung (Pre-Service Teachers’ Competence for Inclusion). Funded by the Ministry for Science and Culture of Lower Saxony (MWK). Principal Researcher: M. Besser (Lüneburg).

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Authors and Affiliations

  1. Leuphana Universität Lüneburg, Lüneburg, Germany

    Bianka Troll, Michael Besser, Simone Abels, Michael Ahlers, Steffen Greve, Dominik Leiss & Jessica Süßenbach

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  1. Bianka Troll
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  2. Michael Besser
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  3. Simone Abels
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  4. Michael Ahlers
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  5. Steffen Greve
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  6. Dominik Leiss
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  7. Jessica Süßenbach
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Correspondence to Bianka Troll .

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Editors and Affiliations

  1. Pädagogische Hochschule Vorarlberg, Feldkirch, Austria

    David Kollosche

  2. Universidade Federal de São Paulo, Diadema, Brazil

    Renato Marcone

  3. Universität Potsdam, Potsdam, Germany

    Michel Knigge

  4. Universidade Estadual Paulista, Rio Claro, Brazil

    Miriam Godoy Penteado  & Ole Skovsmose  & 

  5. Aalborg Universitet, Aalborg, Denmark

    Ole Skovsmose

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Troll, B. et al. (2019). Preparing Pre-service Teachers for Inclusive Education: Analyzing the Status Quo and Comparing the Effect of Different Types of Subject-Specific Learning Opportunities. In: Kollosche, D., Marcone, R., Knigge, M., Penteado, M.G., Skovsmose, O. (eds) Inclusive Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-11518-0_31

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