Inklusive Schul- und Unterrichtsentwicklung

Arndt, Ann-Kathrin; Werning, Rolf

doi:10.1007/978-3-658-15083-9_27

Cited by 8 publications

(1 citation statement)

References 13 publications

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“…In addition, inclusive learning, i.e., integrating heterogeneity and diversity in the classroom, is increasingly being recognized as a challenge for teachers which needs to be addressed more intensely in teacher training [47][48][49]. Despite these initiatives, however, it has become clear several times over the past few years, and especially during the COVID-19 pandemic, that their effective transfer to the educational system still requires some effort [19,[50][51][52]. Above all, digitalization's full potential regarding a successful inclusivity in the classroom has not been tapped yet, associated with the risk of continually contributing to or even increasing inequality in the end [53][54][55].…”

Section: Digital Teaching and Learning Before And During The Covid-19 Pandemicmentioning

confidence: 99%

University Teacher Students’ Learning in Times of COVID-19

2021

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At the beginning of the COVID-19 pandemic in spring 2020, school and university learning were abruptly switched to distance learning, coming along with psychological strains and various learning lags on the part of the students. These problems come to a head when focusing on university teacher students, since an expectable competence lag on their part, similarly arising from pandemic-caused distance learning in university teacher training, could affect their future teaching in schools, possibly then disadvantaging school students a second time. To determine changes of teacher students’ self-concept of professional knowledge, we used data of a repeated cross-sectional survey carried out in a period from 2018 to 2021, including several comparable cohorts of overall N = 395 teacher students. This design allowed for splitting the participants in two groups relating to times before and after switching to distance learning. Our results show that the switch to distance learning goes hand in hand with lower scores on almost every dimension of teacher students’ self-concept of professional knowledge, although, in parallel, their scores on variables such as openness to experiences, agreeableness, and conscientiousness increased significantly, indicating a certain degree of compliance with the new situation. Beyond that, we report on an evaluative survey among N = 84 teacher students carried out in July 2020, offering further insights into their situation during the first semester of distance learning. Its results primarily show which specific aspects of distance learning the students consider in need of improvement. On the other hand, it becomes clear that they experienced handicaps in various areas, accompanied by a significant decrease of their core self-evaluations when comparing them to a reference sample. Practical implications and recommendations that can be derived from these results are discussed.

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Section: Digital Teaching and Learning Before And During The Covid-19 Pandemicmentioning

confidence: 99%