Format:
1 Online-Ressource(XIV, 248 p. 15 illus.)
Edition:
1st ed. 2024.
ISBN:
9783658451431
Content:
Introduction -- Theoretical Background -- Research questions -- Methods of data analysis and data evaluation -- Empirical quantitative research -- Conclusions and Limitations.
Content:
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. About the author 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.
Additional Edition:
ISBN 9783658451424
Additional Edition:
ISBN 9783658451448
Additional Edition:
Erscheint auch als Druck-Ausgabe ISBN 9783658451424
Additional Edition:
Erscheint auch als Druck-Ausgabe ISBN 9783658451448
Language:
English
DOI:
10.1007/978-3-658-45143-1
