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The 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.

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9783658451424

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"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."

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