New publication

Inclusion in teacher education - learning objects, interactions, and processes. A. Schröter, M. Kortmann, S. Schulze, K. Kempfer, S. Anderson, G. Sevdiren, J. Bartz & C. Kreutchen (Eds.)
This interdisciplinary anthology was produced as part of the project DoProfiL - Dortmunder ProfiL für inklusionsorientierte Lehrer/-innenbildung (Dortmund Profile for Inclusion-Oriented Teacher Education) funded by the German Federal Ministry of Education and Research (funding code 01JA1930). The individual contributions deal with the question of how and with what content an inclusion-oriented alignment of higher education processes can succeed. Thus, the anthology provides a profound insight into the current research discourse on inclusion-oriented teaching at German universities.
Schröter, A., Kortmann, M., Schulze, S., Kempfer, K., Anderson, S., Sevdiren, G., Bartz, J. & Kreutchen, C. (Eds.) (2022). Inklusion in der Lehramtsausbildung – Lerngegenstände, Interaktionen und Prozesse [Inclusion in teacher education - learning objects, interactions, and processes]. Waxmann. https://doi.org/10.31244/9783830995999
Open Access: https://www.waxmann.com/index.php?eID=download&buchnr=4599
Therein appeared:
Anderson, S., Kortmann, M., Seebach, L. & Pferdekämper-Schmidt, A. (2022). Von Lerngegenständen und ihrer Erschließung bis zur Schaffung von Zugängen – Das „Was" und „Wie" inklusionsorientierter Lehrer*innenbildung. [Of learning objects and their development to the creation of access - The "what" and "how" of inclusion-oriented teacher education.]
Lamb, S., Zimmermann, J.‑S., Anderson, S. & Panfilova, E. (2022). Einstellungen, Selbstwirksamkeitserwartungen und selbsteingeschätztes Wissen von Studierenden im Kontext der schulischen Inklusion – Ergebnisse einer quantitativen Fragebogenerhebung im Rahmen des Projekts DoProfiL an der Technischen Universität Dortmund. [Attitudes, self-efficacy expectations and self-evaluated knowledge of students in the context of school inclusion - results of a quantitative questionnaire survey in the context of the project DoProfiL at TU Dortmund University.]