Schüler*innen – Studierende – Inklusion
The implementation of inclusive schools requires a corresponding professionalization of teachers. In addition to inclusion-related knowledge, the students’ school and education-related orientations constitute important factors for the teacher acting (Helsper 2018). This dissertation is a qualitative...
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Verlag Julius Klinkhardt
2021
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| Linkit: | OCN: 1303478495 |
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| _version_ | 1869521640663023616 |
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| author | Oldenburg, Maren |
| author_browse | Oldenburg, Maren |
| author_facet | Oldenburg, Maren |
| author_sort | Oldenburg, Maren |
| collection | Directory of Open Access Books |
| description | The implementation of inclusive schools requires a corresponding professionalization of teachers. In addition to inclusion-related knowledge, the students’ school and education-related orientations constitute important factors for the teacher acting (Helsper 2018). This dissertation is a qualitative-reconstructive study in the context of research on inclusive teacher education. The study analyses the students’ orientations regarding inclusion, exclusion and difference from a praxeological perspective on professionalism (Bohnsack 2020).
The study is situated at the interface of educational science and special education. Students of special education, secondary schools and vocational schools were consulted. These students participated in a university seminar about disability, which was affiliated to the project „Qualitätsoffensive Lehrerbildung“. During the course of the seminar, the students dealt with the pupils’ statements concerning collaborative learning and feelings of belonging and exclusion. As its starting point the study focuses on the observation that pupils’ perspectives are only marginally represented in discussions about inclusion. The study addresses the question, if and to what extent the students refer to the pupils’ statements in their discussions about inclusion, exclusion and difference. Using the documentary method, four group discussions are analysed and interpreted at two points in time concentrating on implicit knowledge.
The results are theoretically classified using a praxeological perspective on professionalism as well as an interactive and situational understanding of difference. Therefore, the findings provide information on which difference-related norms become effective and guide action, and whether the students define themselves from these norms (Bonnet/Hericks 2019). It becomes obvious that the students’ orientations are largely characterized by a homogeneity illusion of school and teaching. With the claim of realising inclusive education, tensions such as the reproduction and deconstruction of differences come to light in particular ways that are seemingly difficult for the students to endure.
The study aims to focus attention on both the students’ and the pupils’ perspectives in order to generate insights into the relationship of these perspectives. The central result is that the students hardly recognise the pupils’ voices as independent positions in the discussions about inclusion. Instead, they use them as a starting point for shaping their own prospective position as a teacher. |
| format | Online |
| id | doab-20.500.12854ir-75042 |
| 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-750422025-07-30T11:56:05Z Schüler*innen – Studierende – Inklusion Oldenburg, Maren Inklusion; Lehrerbildung; Schule; Professionalisierung; Schüler; Lehramtsstudent; Differenzierung; Einstellung <Psy>; Sonderpädagogik; Hochschule; Perspektive; Schülerperspektive; Heterogenität; Behinderung; Hochschuldidaktik; Dokumentarische Methode; Qualitative Forschung; Empirische Untersuchung; Fallanalyse; Gruppendiskussion; Inclusion; Teacher education; Teachers' training; School; Professionalization; Pupil; Pupils; Student teachers; Remedial instruction sciences; Special education for the handicapped; Special needs education; Higher education institute; Perspective; Heterogeneity; Handicap; University didactics; Qualitative research; Empirical study; Group discussion; Teacher thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training The implementation of inclusive schools requires a corresponding professionalization of teachers. In addition to inclusion-related knowledge, the students’ school and education-related orientations constitute important factors for the teacher acting (Helsper 2018). This dissertation is a qualitative-reconstructive study in the context of research on inclusive teacher education. The study analyses the students’ orientations regarding inclusion, exclusion and difference from a praxeological perspective on professionalism (Bohnsack 2020). The study is situated at the interface of educational science and special education. Students of special education, secondary schools and vocational schools were consulted. These students participated in a university seminar about disability, which was affiliated to the project „Qualitätsoffensive Lehrerbildung“. During the course of the seminar, the students dealt with the pupils’ statements concerning collaborative learning and feelings of belonging and exclusion. As its starting point the study focuses on the observation that pupils’ perspectives are only marginally represented in discussions about inclusion. The study addresses the question, if and to what extent the students refer to the pupils’ statements in their discussions about inclusion, exclusion and difference. Using the documentary method, four group discussions are analysed and interpreted at two points in time concentrating on implicit knowledge. The results are theoretically classified using a praxeological perspective on professionalism as well as an interactive and situational understanding of difference. Therefore, the findings provide information on which difference-related norms become effective and guide action, and whether the students define themselves from these norms (Bonnet/Hericks 2019). It becomes obvious that the students’ orientations are largely characterized by a homogeneity illusion of school and teaching. With the claim of realising inclusive education, tensions such as the reproduction and deconstruction of differences come to light in particular ways that are seemingly difficult for the students to endure. The study aims to focus attention on both the students’ and the pupils’ perspectives in order to generate insights into the relationship of these perspectives. The central result is that the students hardly recognise the pupils’ voices as independent positions in the discussions about inclusion. Instead, they use them as a starting point for shaping their own prospective position as a teacher. Die Umsetzung eines inklusiven Schulsystems erfordert eine entsprechende Professionalisierung von Lehrpersonen. Neben der Vermittlung inklusionsbezogenen Wissens stellen die schul- und bildungsbezogenen Orientierungen bedeutsame Faktoren für das Handeln von Lehrpersonen dar (Helsper 2018). Bei der vorliegenden Dissertation handelt es sich um eine qualitativ-rekonstruktive Studie zur Forschung universitärer inklusionsorientierter Lehrer*innenbildung, in der die studentischen Orientierungen bezüglich Inklusion, Exklusion und Differenzen unter einer praxeologischen Perspektive auf Professionalität beleuchtet werden (Bohnsack 2020). Die Untersuchung befindet sich an der Schnittstelle von Erziehungswissenschaft und Sonderpädagogik. Befragt wurden Studierende der Sonderpädagogik, des gymnasialen Lehramts und des Lehramts für berufsbildende Schulen, die an einer im Rahmen der „Qualitätsoffensive Lehrerbildung“ konzipierten kasuistischen Seminarveranstaltung zum Thema „Behinderung/Benachteiligung“ teilnahmen, in der sie sich mit Schüler*innenaussagen auseinandersetzten. Im Sprechen über Inklusion ist auffällig, dass die Sichtweisen der Schüler*innen selbst nur marginal repräsentiert sind. Die Studie nimmt dieses Desiderat zum Ausgangspunkt der für die Lehrer*innenbildung zentralen Frage, inwiefern sich in den studentischen Orientierungen Hinweise auf etwaige Bezugnahmen zu den Perspektiven von Schüler*innen erkennen lassen. Mit Hilfe der Dokumentarischen Methode werden vier Gruppen zu zwei Erhebungszeitpunkten mit dem Fokus auf der Rekonstruktion impliziter Wissensbestände ausgewertet. Die Ergebnisse werden unter Rückgriff auf eine praxeologische Perspektive auf Professionalität sowie einem interaktiven und situativen Differenzverständnis theoretisch eingeordnet und geben Auskunft darüber, welche differenzbezogenen Normen wie handlungsleitend wirksam werden bzw. von welchen sich die Studierenden abgrenzen (Bonnet/Hericks 2019). Die studentischen Orientierungen zeichnen sich größtenteils durch eine Homogenitätsillusion von Schule und Unterricht aus. Mit dem Anspruch inklusiver Bildung treten Spannungsverhältnisse wie die Reproduktion und Dekonstruktion von Differenzen in besonderer Art und Weise zum Vorschein, die für die untersuchten Studierenden scheinbar schwer auszuhalten sind. Die Studie verfolgt das Anliegen, sowohl den Adressat*innenkreis der Studierenden als auch den der Schüler*innen in den Mittelpunkt der Aufmerksamkeit zu rücken, um Erkenntnisse über das Verhältnis studentischer schul- und bildungsbezogener Orientierungen und den Perspektiven der Schüler*innen zu generieren. Zentrales Ergebnis ist, dass die Studierenden die Stimmen der Schüler*innen weniger als eigenständige Positionen in den Diskussionen um Inklusion und Differenzen wahrnehmen, sondern sie vielmehr als Ausgangspunkt für die Gestaltung der eigenen angehenden Position in der Schule oder für schulorganisatorische und unterrichtspraktische Überlegungen nutzen. 2021-12-18T04:02:10Z 2021-12-18T04:02:10Z 2021-12-17T11:03:04Z 2021 book OCN: 1303478495 https://library.oapen.org/handle/20.500.12657/52060 9783781524729 https://directory.doabooks.org/handle/20.500.12854/75042 ger Interdisziplinäre Beiträge zur Inklusionsforschung open access image/jpeg image/jpeg image/jpeg Attribution-ShareAlike 4.0 International Attribution-ShareAlike 4.0 International Attribution-ShareAlike 4.0 International https://library.oapen.org/bitstream/20.500.12657/52060/1/Klinkhardt_2021_Oldenburg_Sch%c3%bclerinnen.pdf https://library.oapen.org/bitstream/20.500.12657/52060/1/Klinkhardt_2021_Oldenburg_Sch%c3%bclerinnen.pdf https://library.oapen.org/bitstream/20.500.12657/52060/1/Klinkhardt_2021_Oldenburg_Sch%c3%bclerinnen.pdf Verlag Julius Klinkhardt 10.35468/5908 10.35468/5908 65f4fc12-f5ec-43de-9b3f-9771b3f89aea Leibniz Universität Hannover fb0f6a69-3521-4d05-959e-e3f751e7d804 9783781524729 411 Bad Heilbrunn Open-Access-Publikationsfonds der Leibniz Universität Hannover open access |
| spellingShingle | Inklusion; Lehrerbildung; Schule; Professionalisierung; Schüler; Lehramtsstudent; Differenzierung; Einstellung <Psy>; Sonderpädagogik; Hochschule; Perspektive; Schülerperspektive; Heterogenität; Behinderung; Hochschuldidaktik; Dokumentarische Methode; Qualitative Forschung; Empirische Untersuchung; Fallanalyse; Gruppendiskussion; Inclusion; Teacher education; Teachers' training; School; Professionalization; Pupil; Pupils; Student teachers; Remedial instruction sciences; Special education for the handicapped; Special needs education; Higher education institute; Perspective; Heterogeneity; Handicap; University didactics; Qualitative research; Empirical study; Group discussion; Teacher thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training Oldenburg, Maren Schüler*innen – Studierende – Inklusion |
| title | Schüler*innen – Studierende – Inklusion |
| title_full | Schüler*innen – Studierende – Inklusion |
| title_fullStr | Schüler*innen – Studierende – Inklusion |
| title_full_unstemmed | Schüler*innen – Studierende – Inklusion |
| title_short | Schüler*innen – Studierende – Inklusion |
| title_sort | schuler innen studierende inklusion |
| topic | Inklusion; Lehrerbildung; Schule; Professionalisierung; Schüler; Lehramtsstudent; Differenzierung; Einstellung <Psy>; Sonderpädagogik; Hochschule; Perspektive; Schülerperspektive; Heterogenität; Behinderung; Hochschuldidaktik; Dokumentarische Methode; Qualitative Forschung; Empirische Untersuchung; Fallanalyse; Gruppendiskussion; Inclusion; Teacher education; Teachers' training; School; Professionalization; Pupil; Pupils; Student teachers; Remedial instruction sciences; Special education for the handicapped; Special needs education; Higher education institute; Perspective; Heterogeneity; Handicap; University didactics; Qualitative research; Empirical study; Group discussion; Teacher thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training |
| topic_facet | Inklusion; Lehrerbildung; Schule; Professionalisierung; Schüler; Lehramtsstudent; Differenzierung; Einstellung <Psy>; Sonderpädagogik; Hochschule; Perspektive; Schülerperspektive; Heterogenität; Behinderung; Hochschuldidaktik; Dokumentarische Methode; Qualitative Forschung; Empirische Untersuchung; Fallanalyse; Gruppendiskussion; Inclusion; Teacher education; Teachers' training; School; Professionalization; Pupil; Pupils; Student teachers; Remedial instruction sciences; Special education for the handicapped; Special needs education; Higher education institute; Perspective; Heterogeneity; Handicap; University didactics; Qualitative research; Empirical study; Group discussion; Teacher thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training thema EDItEUR::J Society and Social Sciences::JN Education::JNM Higher education, tertiary education::JNMT Teacher training |
| url | OCN: 1303478495 |
| work_keys_str_mv | AT oldenburgmaren schulerinnenstudierendeinklusion |