School development and primary school teacher education for inclusion in Estonia and Germany - how a COIL seminar promotes student teachers' competences and attitudes.

Autor/inn/en	Müller, Ulrike Beate; Varik-Maasik, Ene; Tuul, Maire
Titel	School development and primary school teacher education for inclusion in Estonia and Germany - how a COIL seminar promotes student teachers' competences and attitudes.
Quelle	Aus: Schlesier, Juliane (Hrsg.); Frey, Anne (Hrsg.); Hoya, Fabian (Hrsg.); Parade, Ralf (Hrsg.); Rank, Astrid (Hrsg.): Foundations of learning. Unveiling the mosaic of primary education systems worldwide. Bad Heilbrunn: Verlag Julius Klinkhardt (2026) S. 378-402 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Reihe	Grundschule International / Primary Education International
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-7815-2777-5; 978-3-7815-6239-4
DOI	10.25656/01:35806 10.35468/6239-14
URN	urn:nbn:de:0111-pedocs-358069
Schlagwörter	Kompetenz; Einstellung (Psychologie); Bildungssystem; Schulentwicklung; Grundschule; Grundschulpädagogik; Primarbereich; Lehramtsstudent; Lehrerbildung; Internationalisierung; Kollaboration; Inklusion; Kooperation; Deutschland; Estland
Abstract	For inclusive school development teacher education is a central element. Internationalisation of teacher education can foster social and intercultural competences. The UNESCO suggests to embed four core values by the European Agency for Special Needs and Inclusive Education in teacher education programs for inclusion. To foster students' inclusive competences, the international digital seminar Virtual international exchange worldwide (View): Transition and inclusion was designed and conducted by incorporating the concepts of COIL, flipped classroom and continuous formal and informal exchange in international groups. The article presents research findings of how the seminar View can promote inclusive competences of student teachers. Seminar evaluations of a pre-post semi-structured online survey with students indicate a positive development of students' attitude towards inclusion and an enhancement of their in-depth knowledge in the field of inclusion. As contributing factors to the attitude towards inclusion students' attitude towards diversity and practical experience have been identified. Cooperation of the group work in the seminar has predominantly been described as being on a quite high level. Findings are discussed in regard of the four core values for inclusive teachers. In conclusion, the seminar View contributes to the knowledge about formats in higher education to qualify teachers for inclusive education. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/4