Inklusive Unterrichtsentwicklung mit Design-Based Research in der UNIKlasse

Abstract

The aim of the article is to show how student teachers can be professionalised for planning and implementing inclusive lessons in the innovative teaching, learning and research environment of the UNI-class. Methodologically, the inclusive lesson development in the UNI-class is based on the Design-Based Research (DBR) approach in order to continuously optimise new teaching concepts. Based on an analysis of the needs of the participating students and teachers at the cooperation school and on current scientific findings and quality criteria for inclusive teaching, design principles are developed and the co-constructive teaching concept is created accordingly. The UNI-class is a classroom at a (city) primary school that is equipped as a digital video and audio laboratory and has a neighbouring observation room. The recording of lessons from four different camera perspectives and the innovative possibility of live transmission into the observation room offer extensive possibilities for the (further) development of inclusive teaching. The article presents the initial results of the scientific monitoring of the professionalisation of students for inclusive teaching and, building on this, identifies the potential of the DBR approach for inclusive lesson development in the UNI-class. In the discussion, the potentials and challenges for inclusive teaching are analysed.