Effects of Teacher Collaboration and Tandem Compositions on Pre-Service Teachers’ Professional Self-Concepts in Inclusive Education
2024 ed.
Book Details
Format
Paperback / Softback
ISBN-10
3658451424
ISBN-13
9783658451424
Edition
2024 ed.
Publisher
Springer Fachmedien Wiesbaden
Imprint
Springer VS
Country of Manufacture
GB
Country of Publication
GB
Publication Date
Jun 29th, 2024
Print length
248 Pages
Ksh 19,800.00
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The present work investigates professional self-concept domains of pre-service teachers of the teaching degree programs 'Teaching at Elementary Schools' and 'Special Education' in two different studies.
The present work investigates professional self-concept domains of pre-service teachers of the teaching degree programs 'Teaching at Elementary Schools' and 'Special Education' in two different studies. The first study investigates whether and to what extent pre-service teachers' professional self-concepts - with regard to planning and implementing inclusive education and cooperation with colleagues - can be fostered by a university-based learning unit on teacher cooperation in the inclusive classroom. In the second study, differences in the development of pre-service teachers' self-concepts are examined in relation to their type of tandem compositions (freely selected tandems vs. randomly assembled tandems) for the planning and implementation of inclusive lessons in elementary schools.
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