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OverviewThe present work investigates professional self-concept domains of pre-service teachers of the teaching degree programs 'Teaching at Elementary Schools' and 'Special Education' in two different studies. The first study investigates whether and to what extent pre-service teachers' professional self-concepts - with regard to planning and implementing inclusive education and cooperation with colleagues - can be fostered by a university-based learning unit on teacher cooperation in the inclusive classroom. In the second study, differences in the development of pre-service teachers' self-concepts are examined in relation to their type of tandem compositions (freely selected tandems vs. randomly assembled tandems) for the planning and implementation of inclusive lessons in elementary schools. Full Product DetailsAuthor: Jan Roland SchulzePublisher: Springer Fachmedien Wiesbaden Imprint: Springer VS Edition: 2024 ed. ISBN: 9783658451424ISBN 10: 3658451424 Pages: 248 Publication Date: 29 June 2024 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: Manufactured on demand ![]() We will order this item for you from a manufactured on demand supplier. Table of ContentsReviewsAuthor Information"Jan Roland Schulze, a research assistant in the ""Primary School Pedagogy"" working group at Paderborn University, focuses on studying the factors contributing to the success of teacher collaboration aimed at enhancing the professional self-concepts of pre-service teachers in inclusive primary education." Tab Content 6Author Website:Countries AvailableAll regions |