04 SES 14 C, Dealing With An Inclusive Perspective - Managing Inclusive Teacher Education in View of Different Training Concepts and School Systems
In Austria, the teaching profession is facing major changes. Teachers students nowadays achieve a bachelor’s and masters’s degree leading to teaching either pupils age 6-10 (primary education), or to teaching older pupils 10 – 19 (secondary education) independently from future employment at a certain school type. As a result, it becomes the responsibility of all teachers – without exception – to take part in developing an inclusive educational environment. Starting from this commitment of compulsory Inclusive Education for all teacher students as a common base, students can additionally select a personal preferred focus from various options, including Inclusive Education to become an expert in dealing with educational risks and in promoting positive change on all levels – the individual/personal one, the class level represented by various learning communities and the level of school development involving the inner and the outer school communities. The research project PROFIL IP (PROFILE For Inclusive Education) represents a broad project designed over several years as an accompanying research, which regards the motivational aspects, professional relevant traits and interests as well as factors for the choice of the focus Inclusive Education in primary and secondary school teacher training programs at the University College of Teacher Education Styria. The project works with different methodological approaches. In this presentation the study design, results and tendencies should be explained following the focus of universal-diverse orientations of students who decided to become an expert in Inclusive Education (n~100 primary level, n~100 secondary level) compared to students who decided to become an expert in other educational fields, for example natural sciences or social sciences (n~300 primary level, n~200 secondary level). The written survey instrument consists of the FLZ-M (Henrichs & Herschbach, 2000), the M-GUDS (Miville, 1992), the COPE-Inventory (Carver, C. S., Scheier, M. F., & Weintraub, J. K., 1989) and open questions exploring assumptions, expectations and reflections on becoming a teacher in challenging educational environments facing the responsibility to promote inclusion as a decisive resource for learning and democratic participation for ALL pupils. Next to these standardized questionnaires, the survey was completed through sociodemographic questions. The main objective in this research stage is to identify profiles of students, which indicates variables and factors associated with an universal-diverse orientation and the choice of becoming an expert of Inclusive Education and beyond that to detect coping strategies for managing the work with highly heterogeneous groups of learners.
Carver, C. S., Scheier, M. F., & Weintraub, J. K. (1989). Assessing coping strategies: A theoretically based approach. Journal of Personality and Social Psychology, 56, 267-283. Clandinin, D. J. & Husu, J. (2017). The SAGE Handbook of Research on Teacher Education. London: Sage. Fuertes, J. N., Miville, M., Mohr, J. J., Sedlacek W. E. & Gretchen, D. (2000). Factor Structure and Short Form of the Miville-Guzman Universality-Diversity Scale, Measurement and Evaluation in Counseling and Development, Vol. 33, 157-169. Henrich, G. and Herschbach, P. (2000) Questions on Life Satisfaction (FLZM). European Journal of Psychological Assessment, 16, 150-159. http://dx.doi.org/10.1027//1015-5718.104.22.168 Lani,F. (2014). The SAGE Handbook of Special Education. London: Sage. Miville, M. L., Romans J. S. C., Johnson, D. & Lone, R.. (2004). Universal-Diverse Orientation, Journal of College Student Psychotherapy, 19:2, 61-79, DOI: 10.1300/J035v19n02_06. Nind, M. (2014). What is inclusive research? New York: Bloomsbury.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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