Lehramtsstudierende und Inklusion
Einstellungsbezogene Ressourcen, Belastungsempfinden in Hinblick auf unterschiedliche Förderbedürfnisse und Ideen zur Individualförderung
Henrike Kopmann und Horst Zeinz
Diese Publikation zitieren
Henrike Kopmann, Horst Zeinz, Lehramtsstudierende und Inklusion (2016), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2016 #02, S.263
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Beschreibung / Abstract
Zusammenfassung: Der vorliegende Beitrag thematisiert Kompetenzanforderungen, wahrgenommene Belastungen sowie externale und internale Ressourcen in Hinblick auf inklusive Lernsettings im Rahmen einer 2013 an 66 Lehramtsstudierenden durchgeführten Fragebogenerhebung. Es zeigt sich, dass Selbstwirksamkeitserwartungen, die Annahme veränderbarer Fähigkeiten sowie ein ökosystemisch-potenzialorientiertes Behinderungsverständnis positiv mit proinklusiven Einstellungen korrelieren. Die Anforderungen inklusiven Unterrichts antizipieren die befragten Studierenden insbesondere hinsichtlich der Klassenführung, didaktischer Adaptionen sowie der Etablierung unterstützender Peer-Beziehungen.
Schlagworte: Inklusion, adaptive Lehrkompetenz, Lehramtsstudierende, Selbstwirksamkeit, einstellungsbezogene Ressourcen
Abstract: The present article deals with competencies, perceived strain and external as well as internal resources regarding inclusive educational settings. A questionnaire survey conducted in 2013 and including 66 student teachers is presented. Results indicate that self-efficacy expectation correlates positively with favorable attitudes towards inclusion. Furthermore, student teachers who believe in the changeability of abilities and who have an interactionist view of disability, stressing rather potentials than deficits, have a more positive attitude towards inclusion. Participants regard classroom management, didactic adaptations and the encouragement of supportive peer relations as essential to inclusive education.
Keywords: Inclusion, Teacher Competency, Student Teachers, Self-Efficacy, Attitudinal Resources
Schlagworte: Inklusion, adaptive Lehrkompetenz, Lehramtsstudierende, Selbstwirksamkeit, einstellungsbezogene Ressourcen
Abstract: The present article deals with competencies, perceived strain and external as well as internal resources regarding inclusive educational settings. A questionnaire survey conducted in 2013 and including 66 student teachers is presented. Results indicate that self-efficacy expectation correlates positively with favorable attitudes towards inclusion. Furthermore, student teachers who believe in the changeability of abilities and who have an interactionist view of disability, stressing rather potentials than deficits, have a more positive attitude towards inclusion. Participants regard classroom management, didactic adaptations and the encouragement of supportive peer relations as essential to inclusive education.
Keywords: Inclusion, Teacher Competency, Student Teachers, Self-Efficacy, Attitudinal Resources