We examined the development of pre‐service teachers' self‐efficacy beliefs and attitudes towards inclusive education through first teaching experiences during a 4‐week practicum. Additionally, we assessed the burnout‐related variables (job‐related satisfaction and exhaustion and perceived competence support during the practicum). Whereas t‐tests for paired samples showed that self‐efficacy increased significantly, attitudes remained the same except for a decrease regarding attitudes towards the effects of inclusive education. However, 97% of the pre‐service teachers in our study reported positive to neutral experiences with inclusive teaching during the teaching practicum and correlational analysis revealed a low, but significant positive relationship between positive experiences and self‐efficacy and attitudes. Moreover, multiple regression analyses showed that positive experiences in inclusive classrooms predicted self‐efficacy regarding the arrangements of inclusive education, while perceived competence support from university supervisors was a significant predictor of attitudes towards the effects of inclusive education. High self‐efficacy correlated significantly with satisfaction of career choice, whereas attitudes were significantly negatively correlated with exhaustion. The implications of these findings and the importance of a sufficiently scaffolded teaching practicum in order to increase attitudes and self‐efficacy beliefs towards inclusive education are discussed.

University courses often employ "one-size-fits-all" approaches, disregarding the heterogeneity in students' cognitive and motivational characteristics. This study evaluates an instructional method for online teaching in higher education called digital differentiation grid.In a randomized controlled trial with N = 438 university students (57% female, mean age M = 20.96 years), we investigated the effects of digital differentiation grids on students' motivation (self-concept, self-efficacy, intrinsic and utility task values), on their performance, and, because our sample consisted of teacher students, on their professional development with regard to inclusive education. Employing structural equation modeling, we found that the intervention positively affected the self-concepts of effort avoidant students. The intervention also positively impacted students' attitudes and self-efficacy towards inclusive education, but had no effect on course performance, course-related self-efficacy and task values. Moreover, learning analytics data revealed in-depth information on students' learning behavior. Results are discussed with regard to possible intervention strategies to be implemented in future versions of the learning environment.

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This paper presents different low-temperature and high-throughput LIGA-like processes for the batch fabrication of metal micro systems that use long nano- or microwires perpendicularly rising from a substrate. First, circuit paths and seed layers are fabricated applying standard UV lithography and PVD. Second, three lithography techniques are used, namely ion track lithography, enhanced UV lithography and aligned x-ray lithography, to structure 20–400 µm thick polymer films. Ion track lithography is only used to fabricate extremely high aspect ratio cylindrical pores with 0.1–1 µm diameter and 20–100 µm length. The aligned UV and x-ray lithographies are employed to structure templates for various micro system components. Third, these polymer templates are filled using low-temperature electroplating processes transferring the polymer openings into metal structures. Finally, the polymer is dry etched to release all metal structures. These structures are applicable in future accelerometers and gas flow sensors. Using five configurations to define five different functional structures, we demonstrate fabrication processes applying the three different types of lithography. The main aspects concern the combination of both standard lithography techniques and especially developed lithography techniques. Furthermore, these aspects comprise the use of structures created by lithography for high aspect ratio polymer templates and multilayer electroplating with varying aspect ratios. The growth in place of nanowire arrays and micropillars along with surrounding structures is the key feature for low-temperature large-scale micro-nano integration technology without harmful transfer technologies.

ZusammenfassungPositive Einstellungen und hohe Selbstwirksamkeitsüberzeugungen der Lehrkräfte gelten als zentrale Gelingensbedingungen schulischer Inklusion. Dieser Beitrag geht der Frage nach, ob Einstellungen und Selbstwirksamkeitsüberzeugungen bezüglich inklusiven Unterrichts mit Grundlagenkenntnissen über schulische Inklusion sowie mit inklusionsbezogenen Kontakterfahrungen zusammenhängen. Die Stichprobe umfasst Lehramtsstudierende weiterführender Schulen im ersten (n = 197) und im dritten Studienjahr (n = 279). Die Ergebnisse weisen darauf hin, dass die Einstellungen und Selbstwirksamkeitsüberzeugungen von Studierenden am Anfang und in der Mitte des Studiums neutral bis tendenziell positiv ausgeprägt sind. Zudem zeigen sich in der Subgruppe der fortgeschrittenen Studierenden die persönlichen Kontakterfahrungen als bedeutsam für die Höhe der Einstellungen und die selbsteingeschätzten Grundlagenkenntnisse als bedeutsam für die Höhe der Selbstwirksamkeitsüberzeugungen. Aus den Ergebnissen können Impulse für die Lehrkräftebildung generiert werden, da leicht veränderbare Faktoren – Kontakterfahrungen mit Inklusion und Grundlagenkenntnisse über Inklusion in der Schule – identifiziert wurden, die für die Ausprägung von inklusionsbezogenen Einstellungen und Selbstwirksamkeitsüberzeugungen relevant sind.