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Schüler*innen - Studierende - Inklusion Orientierungen auf dem Weg zu differenzsensibler Lehrer*innenbildung?

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The implementation of inclusive schools requires a corresponding professionalization of teachers. In addition to inclusion-related knowledge, the students' school and education-related orientations constitute important factors for the teacher acting (Helsper 2018). This dissertation is a qualit...

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Bibliografische gegevens
Hoofdauteur: Oldenburg, Maren (auth)
Formaat: Elektronisch Hoofdstuk
Gepubliceerd in: Bad Heilbrunn Verlag Julius Klinkhardt 2021
Reeks:Interdisziplinäre Beiträge zur Inklusionsforschung
Onderwerpen:
Teacher training
Inklusion; Lehrerbildung; Schule; Professionalisierung; Schüler; Lehramtsstudent; Differenzierung; Einstellung <Psy>; Sonderpädagogik; Hochschule; Perspektive; Schülerperspektive; Heterogenität; Behinderung; Hochschuldidaktik; Dokumentarische Methode; Qualitative Forschung; Empirische Untersuchung; Fallanalyse; Gruppendiskussion; Inclusion; Teacher education; Teachers' training; School; Professionalization; Pupil; Pupils; Student teachers; Remedial instruction sciences; Special education for the handicapped; Special needs education; Higher education institute; Perspective; Heterogeneity; Handicap; University didactics; Qualitative research; Empirical study; Group discussion; Teacher
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