Requested Competences for Novice Teachers in Inclusive Settings in the Light of Reports of Experiened Teachers

Authors

  • Astrid Ebenberger KPH Wien/Krems
  • Liesbeth Engelbrecht LSRfNÖ, NMS Grafenegg-Etsdorf

Keywords:

Inclusion, cooperation, domain, teacher education, differentiation, individualization, competences

Abstract

The article is based on results of a qualitiatv-empirical research with teachers to explore paradigms for sucessful (language) teaching in inclusive settings.  It becomes obivious that all teacher need the utmost personal, social, systemic and diversity competences to deal with inclusion. Therefore the edcuation of teachers has to focus more than ever on the student him/herself

Author Biography

Liesbeth Engelbrecht, LSRfNÖ, NMS Grafenegg-Etsdorf

Lehramt ASO, NMS-Deutsch

Downloads

Published

2019-06-15

How to Cite

Ebenberger, A., & Engelbrecht, L. (2019). Requested Competences for Novice Teachers in Inclusive Settings in the Light of Reports of Experiened Teachers. Pedagogical Horizons, 3(1), 97–116. Retrieved from https://pedagogical-horizons.org/index.php/ph/article/view/59

Issue

Vol. 3 No. 1 (2019): Themenheft »Inklusive Bildung«

Section

Article