Which factors do pre-service teachers consider most important for successful inclusive mathematics classrooms? Results of an interview study
Résumé
Theoretical and empirical literature discuss many factors as being important for teaching in inclusive (mathematics) settings, like teachers’ knowledge or beliefs as well as institutional conditions. Teacher education programs intend to provide pre-service teachers with necessary competencies for successful inclusive classrooms. But which factors do German pre-service teachers themselves consider most important for teaching mathematics in an inclusive classroom? After a course on learning mathematics with substantial learning environments (3rd year, BA-program for primary mathematics), six pre-service teachers were interviewed to gain insight into this question. Results show that pre-service teachers name quite different factors, which in sum comprise a variety of factors that are discussed in literature as well. In conclusion, some implications for teacher education programs, like reflecting with pre-service teachers about these factors, are presented.
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