Session Information
01 SES 02 B, Student Voice for Professional Learning
Paper Session
Contribution
The main question is: Do teaching students, through learning in heterogeneous groups, reflect on their beliefs about inclusive pedagogy and develop a more sustainable positive approach towards inclusive schools? Recent international research indicates the importance of practical inclusive experience of teaching students for the development of more positive attitudes towards inclusive education. (Sharma/Forlin/Loreman 2008; Sharma 2012; Stella/Forlin/Lan 2007; Lindmeier/Laubner 2015). Most of this research focuses on general teacher education. In Germany, all special education students have at least some practical experience and most oft them have an overall positive attitude towards inclusion. Nonetheless, at the same time there is a massive ‚2-groups-perception’ (Feyerer et al. 2014) with strong beliefs that special settings might be necessary for some children with special needs. There is little comprehension of the rights of people with disabilities as set out in the CRPD. Moreover, limited curricula, 2/3 of SEN students still in special schools and inclusive settings lacking resources suggest the limited capacity of these children to learn and participate. Though Germany, maybe, is behind other European countries regarding inclusive education in schools, teacher education faces similar problems in all developed countries. To improve teacher education at Leibniz University of Hanover, we provide own learning experience in heterogeneous groups for students and adults with learning difficulties/ID on subjects relevant for both groups. The aim is to provide fruitful learning experience with regard to academic and social learning, work on own projects and reflexivity. The theoretical framework that informs the courses is the ‚theory of integrative processes’ (Klein et al. 1987) and the ‚contact hypothesis’ (Cloerkes 2007), both proved by some older research. They support the view that meaningful interaction can change believes and reciprocal shape interaction in positive ways. But up to now, too little is known about how to provide meaningful peer interaction in heterogeneous (adult) learner’s groups, the influence of learning subjects, methods and materials. Besides, the project is to be seen in the context of teacher professionalization. There are several theories on professionalization, the most important focus on competences (e.g. Shulman), reflexivity (e.g. Oevermann 1996, 2002) and the long-term development of professionalization during the biographical course, beginning with own students experience, continuing during teacher training and career entry and on-going during the whole professional career (Terhart 2010, 2011; Lindmeier 2015). The research project evaluates the experiences of all students, and the development of the teaching students attitudes towards inclusion, diversity, (dis)ability and learning, their view on their own path of professionalization and their role as a teacher.
Method
Expected Outcomes
References
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