Linking inclusion and digitalisation in teacher training
As part of the "inklud.nrw" project, digital teaching/learning opportunities are being developed to link the two cross-sectional tasks of digitalisation and inclusion in teacher training and made available in OER format for the planned NRW-wide online state portal ORCA. The project contributes to the cross-university use of scientifically based and didactically sound digital teaching/learning programmes for teacher training. The aim of the project is to be able to provide an online collection of cases as so-called Open Education Resource material at all NRW universities in the future. This is based on the "Vielfaltstableau" online case collection developed in Paderborn and successfully used in university teaching. Within two years, an innovative digital teaching/learning environment will be developed which, in addition to the case descriptions of children and young people from the "Diversity Tableau", also contains university media didactic offers such as tasks and suggestions for the creative design of teaching in online and face-to-face phases. In this way, content (inclusion), technology (infrastructure) and university media didactics (teaching and learning with online phases and methods) are perfectly harmonised.
In September 2023, you will have the opportunity to get to know us and the "inklud.nrw" project at the Turn Conference at the University of Cologne(Turn Conference (turn-conference.org).
Our teaching/learning materials are now available for download at ORCA.nrw.
The prototype was trialled and evaluated at all four university locations and the material can be used throughout the country both in the educational sciences and in the subject didactics modules that qualify students to deal with heterogeneity. For student teachers, this opens up the possibility of linking the topic of individual support for pupils with the development of media and digitalisation-related skills.
Further evaluation results can be found in the publications below.
Consortium leaders: Paderborn University
Prof. Dr Petra Büker (Institute for Education Studies)
Prof Dr Gudrun Oevel (IMT, responsible for the technical environment)
Extended consortium leader team: Bielefeld University
Prof Dr Anna-Maria Kamin (Faculty of Education Studies)
Consortium partners:
Prof. Dr Susanne Miller (Bielefeld University)
Prof. Dr Ingelore Mammes (University of Duisburg-Essen)
Prof Dr Jutta Wiesemann (University of Siegen)
Project-related publications
Büker, P.; Kamin, A.M.; Glawe, K.; Herding, J.; Menke, I. & Schaper, F. (2022): Inklusions- und digitalisierungsbezogene Kompetenzanforderungen in der Lehrkräftebildung verzahnen: Theoretische und konzeptionelle Grundlagen der Lehr-/Lernumgebung inklud.nrw. Herausforderung Lehrer*innenbildung – Zeitschrift Zur Konzeption, Gestaltung und Diskussion, Band 5 (1), S. 337-355.
Stets, M. & Vielstädte, T. (2022). „Man lernt Emma in drei Minuten lesen kennen“. Kritische Anfragen an Reflexionsprozesse in und über OER-Lehr-Lernmaterialien im Projekt „inklud.nrw“. DiMawe – Die Materialwerkstatt, 4 (1).
Kamin, A.M.; Büker, P.; Glawe, K.; Herding, J.; Menke, I. & Schaper, F. (2022, i.E.): Inklusions- und digitalisierungsbezogene Kompetenzen im Lehramtsstudium erwerben – Konzeption, Erprobung und Evaluation der Lehr-/Lernumgebung inklud.nrw. In D. Ferencik-Lehmkuhl, I. Huynh, C. Laubmeister, C. Lee, C. Melzer, I. Schwank, H. Weck & K. Ziemen (Hrsg.): Inklusion digital! Chancen und Herausforderungen inklusiver Bildung im Kontext von Digitalisierung. Bad Heilbrunn: Verlag Julius Klinkhardt.
Büker, Petra; Glawe, Katrin & Herding, Jana (2022): Professionalisierung angehender Grundschullehrkräfte für Inklusion. Aktuelle Herausforderungen für die universitäre Lehrer*innenbildung. In: Mammes, Ingelore & Rotter, Carolin (Hrsg.): Professionalisierung von Grundschullehrkräften. Bad Heilbrunn: Verlag Julius Klinkhardt, S. 276-292.
Büker, P.; Kamin, A.M.; Oevel, G.; Glawe, K.; Knurr, M.; Menke, I.; Ogrodowski, J. & Schaper, F. (2021): inklud.nrw – eine fallbasierte Lehr-/Lernumgebung zum Erwerb inklusions- und digitalisierungsbezogener Kompetenzen in der Lehrer:innenbildung. In: Wollersheim, Hans Werner & Pengel, Norbert (Hrsg.): Bildung in der digitalen Transformation. Münster, New York: Waxmann, S. 231-234.
