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Effects of Teacher Collaboration and Tandem Compositions on Pre-Service Teachers' Professional Self-Concepts in Inclusive Education
Effects of Teacher Collaboration and Tandem Compositions on Pre-Service Teachers' Professional Self-Concepts in Inclusive Education
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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 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 cl…
  • Leidėjas:
  • ISBN-10: 3658451424
  • ISBN-13: 9783658451424
  • Formatas: 14.8 x 21 x 1.4 cm, minkšti viršeliai
  • Kalba: Anglų

Effects of Teacher Collaboration and Tandem Compositions on Pre-Service Teachers' Professional Self-Concepts in Inclusive Education (el. knyga) (skaityta knyga) | knygos.lt

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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 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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  • Autorius: Jan Roland Schulze
  • Leidėjas:
  • ISBN-10: 3658451424
  • ISBN-13: 9783658451424
  • Formatas: 14.8 x 21 x 1.4 cm, minkšti viršeliai
  • Kalba: Anglų

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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