Inklusionsorientierte Lehr-Lern- Bausteine für die Hochschullehre
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 appl...
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| Formato: | Online |
| Lenguaje: | alemán |
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Verlag Julius Klinkhardt
2021
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| Acceso en línea: | ONIX_20210906_9783781523616_2 |
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| _version_ | 1869517342184046592 |
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| author | Moser, Vera |
| author_browse | Moser, Vera |
| author_facet | Moser, Vera |
| author_sort | Moser, Vera |
| collection | Directory of Open Access Books |
| description | 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. |
| format | Online |
| id | doab-20.500.12854ir-71832 |
| institution | Directory of Open Access Books |
| language | ger |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Verlag Julius Klinkhardt |
| publisherStr | Verlag Julius Klinkhardt |
| record_format | ojs |
| spelling | doab-20.500.12854ir-718322025-08-13T14:11:00Z Inklusionsorientierte Lehr-Lern- Bausteine für die Hochschullehre Moser, Vera Brodesser, Ellen Frohn, Julia Welskop, Nena Liebsch, Ann-Catherin Pech, Detlef Inklusion Unterricht Hochschule Hochschullehre Professionalisierung Lehrerausbildung Lehr-Lern-Prozess Bildungskonzept Lehrerbildung Kompetenz Lehr-Lern-System Lehrevaluation Lehramtsstudiengang Heterogenität Sensibilität Lehrkompetenz Integrative Pädagogik Professionalität Pädagogisches Handeln Fachdidaktik Sonderpädagogik Klassenführung Adaptiver Unterricht Unterrichtskonzeption Sprachbildung Lehramtsstudent Baustein Reflexion <Phil> Selbstreflexion Pädagogische Diagnostik Diagnostik Begleituntersuchung Evaluation Empirische Untersuchung Quantitative Analyse Qualitative Analyse Forschungsprojekt Deutschland Inclusion Teaching Higher education institute Higher education lecturing University lecturing University teaching Professionalization Teacher education Teacher training Teaching-learning process Educational conception Teachers' training Competency Preservice Teacher Education Heterogeneity Sensibility Teaching Skills Integrative education Professionalism Professionality Specialized didactics Subject didactics Remedial instruction sciences Special education for the handicapped Special needs education Classroom techniques Conception of teaching Linguistic input Student teachers Self-reflexion Pedagogical diagnostics Diagnostic Empirical study Germany Pedagogical thinking Teaching-learning research thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy::JNFK Educational strategies and policy: inclusion thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy::JNFK Educational strategies and policy: inclusion 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. Guter inklusiver Unterricht braucht Lehrkräfte, die pädagogische Angebote heterogenitätssensibel und adaptiv planen und umsetzen können – in der universitären Lehrer*innenbildung existieren dafür bislang jedoch nur wenige fachdidaktisch implementierbare Inhalte. In diesem Buch werden fünf flexibel einsetzbare Lehr-Lern-Bausteine zu zentralen Themen inklusiven Unterrichtens vorgestellt, die von Fachdidaktiker*innen in Zusammenarbeit mit Rehabilitationswissenschaftler*innen und Sprachbildner*innen für die Hochschullehre entwickelt wurden. Ausgehend von den theoretischen Grundlagen werden der Aufbau, die Inhalte und die Materialien der einzelnen Lehr-Lern-Bausteine vorgestellt und didaktisch kommentiert. Daran anknüpfend werden die empirischen Ergebnisse der quantitativen und qualitativen Begleitevaluation entsprechender Lehrveranstaltungen analysiert. Außerdem werden die Eignung der Lehr-Lern-Bausteine für die Verstetigung im Hochschulkontext sowie deren Einsatzmöglichkeiten in der zweiten und dritten Phase der Lehrer*innenbildung diskutiert. Dieses Buch möchte Dozent*innen motivieren, die vorgestellten Bausteine selbst in ihrer Lehre einzusetzen. Es richtet sich außerdem an Student*innen, an Forscher*innen und an Lehrer*innen, die ihren Unterricht inklusionsorientiert weiterentwickeln möchten. 2021-09-07T04:04:05Z 2021-09-07T04:04:05Z 2021-09-06T14:40:47Z 2020 book ONIX_20210906_9783781523616_2 OCN: 1280376456 https://library.oapen.org/handle/20.500.12657/50553 9783781523616 9783781557987 https://directory.doabooks.org/handle/20.500.12854/71832 ger Interdisziplinäre Beiträge zur Inklusionsforschung herausgegeben von Marina Egger, Julia Frohn, Vera Moser und Detlef Pech open access image/jpeg image/jpeg image/jpeg image/jpeg Attribution-NonCommercial-ShareAlike 4.0 International Attribution-NonCommercial-ShareAlike 4.0 International Attribution-NonCommercial-ShareAlike 4.0 International Attribution-NonCommercial-ShareAlike 4.0 International https://library.oapen.org/bitstream/20.500.12657/50553/1/9783781523616.pdf https://library.oapen.org/bitstream/20.500.12657/50553/1/9783781523616.pdf https://library.oapen.org/bitstream/20.500.12657/50553/1/9783781523616.pdf https://library.oapen.org/bitstream/20.500.12657/50553/1/9783781523616.pdf Verlag Julius Klinkhardt 10.35468/5798 10.35468/5798 65f4fc12-f5ec-43de-9b3f-9771b3f89aea Bundesministerium für Bildung und Forschung 5cb0e793-9d8a-4b83-9ee6-25b062467484 9783781523616 9783781557987 203 Bad Heilbrunn 01JA1620 Qualitätsoffensive Lehrerbildung open access |
| spellingShingle | Inklusion Unterricht Hochschule Hochschullehre Professionalisierung Lehrerausbildung Lehr-Lern-Prozess Bildungskonzept Lehrerbildung Kompetenz Lehr-Lern-System Lehrevaluation Lehramtsstudiengang Heterogenität Sensibilität Lehrkompetenz Integrative Pädagogik Professionalität Pädagogisches Handeln Fachdidaktik Sonderpädagogik Klassenführung Adaptiver Unterricht Unterrichtskonzeption Sprachbildung Lehramtsstudent Baustein Reflexion <Phil> Selbstreflexion Pädagogische Diagnostik Diagnostik Begleituntersuchung Evaluation Empirische Untersuchung Quantitative Analyse Qualitative Analyse Forschungsprojekt Deutschland Inclusion Teaching Higher education institute Higher education lecturing University lecturing University teaching Professionalization Teacher education Teacher training Teaching-learning process Educational conception Teachers' training Competency Preservice Teacher Education Heterogeneity Sensibility Teaching Skills Integrative education Professionalism Professionality Specialized didactics Subject didactics Remedial instruction sciences Special education for the handicapped Special needs education Classroom techniques Conception of teaching Linguistic input Student teachers Self-reflexion Pedagogical diagnostics Diagnostic Empirical study Germany Pedagogical thinking Teaching-learning research thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy::JNFK Educational strategies and policy: inclusion thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy::JNFK Educational strategies and policy: inclusion Moser, Vera Inklusionsorientierte Lehr-Lern- Bausteine für die Hochschullehre |
| title | Inklusionsorientierte Lehr-Lern- Bausteine für die Hochschullehre |
| title_full | Inklusionsorientierte Lehr-Lern- Bausteine für die Hochschullehre |
| title_fullStr | Inklusionsorientierte Lehr-Lern- Bausteine für die Hochschullehre |
| title_full_unstemmed | Inklusionsorientierte Lehr-Lern- Bausteine für die Hochschullehre |
| title_short | Inklusionsorientierte Lehr-Lern- Bausteine für die Hochschullehre |
| title_sort | inklusionsorientierte lehr lern bausteine fur die hochschullehre |
| topic | Inklusion Unterricht Hochschule Hochschullehre Professionalisierung Lehrerausbildung Lehr-Lern-Prozess Bildungskonzept Lehrerbildung Kompetenz Lehr-Lern-System Lehrevaluation Lehramtsstudiengang Heterogenität Sensibilität Lehrkompetenz Integrative Pädagogik Professionalität Pädagogisches Handeln Fachdidaktik Sonderpädagogik Klassenführung Adaptiver Unterricht Unterrichtskonzeption Sprachbildung Lehramtsstudent Baustein Reflexion <Phil> Selbstreflexion Pädagogische Diagnostik Diagnostik Begleituntersuchung Evaluation Empirische Untersuchung Quantitative Analyse Qualitative Analyse Forschungsprojekt Deutschland Inclusion Teaching Higher education institute Higher education lecturing University lecturing University teaching Professionalization Teacher education Teacher training Teaching-learning process Educational conception Teachers' training Competency Preservice Teacher Education Heterogeneity Sensibility Teaching Skills Integrative education Professionalism Professionality Specialized didactics Subject didactics Remedial instruction sciences Special education for the handicapped Special needs education Classroom techniques Conception of teaching Linguistic input Student teachers Self-reflexion Pedagogical diagnostics Diagnostic Empirical study Germany Pedagogical thinking Teaching-learning research thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy::JNFK Educational strategies and policy: inclusion thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy::JNFK Educational strategies and policy: inclusion |
| topic_facet | Inklusion Unterricht Hochschule Hochschullehre Professionalisierung Lehrerausbildung Lehr-Lern-Prozess Bildungskonzept Lehrerbildung Kompetenz Lehr-Lern-System Lehrevaluation Lehramtsstudiengang Heterogenität Sensibilität Lehrkompetenz Integrative Pädagogik Professionalität Pädagogisches Handeln Fachdidaktik Sonderpädagogik Klassenführung Adaptiver Unterricht Unterrichtskonzeption Sprachbildung Lehramtsstudent Baustein Reflexion <Phil> Selbstreflexion Pädagogische Diagnostik Diagnostik Begleituntersuchung Evaluation Empirische Untersuchung Quantitative Analyse Qualitative Analyse Forschungsprojekt Deutschland Inclusion Teaching Higher education institute Higher education lecturing University lecturing University teaching Professionalization Teacher education Teacher training Teaching-learning process Educational conception Teachers' training Competency Preservice Teacher Education Heterogeneity Sensibility Teaching Skills Integrative education Professionalism Professionality Specialized didactics Subject didactics Remedial instruction sciences Special education for the handicapped Special needs education Classroom techniques Conception of teaching Linguistic input Student teachers Self-reflexion Pedagogical diagnostics Diagnostic Empirical study Germany Pedagogical thinking Teaching-learning research thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy::JNFK Educational strategies and policy: inclusion thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy::JNFK Educational strategies and policy: inclusion |
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