Selbstberichtete Praktiken von Lehrkräften im inklusiven Mathematikunterricht – Eine Interviewstudie
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Date
2020-08-13
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Abstract
Wie Lehrkräfte ihren inklusiven Mathematikunterricht ausgestalten, wird im Modell der gegenstandsbezogenen Expertise dadurch charakterisiert, welche Praktiken sie zur Bewältigung typischer didaktischer Anforderungssituationen nutzen: Lernvoraussetzungen identifizieren und diagnostizieren, differenzieren, fördern und gemeinsames Lernen anregen. Die qualitative Interviewstudie untersucht die selbstberichteten Praktiken der Lehrkräfte bzgl. der zugrundeliegenden inklusionsbezogenen Orientierungen und Wahrnehmungs- und Denkkategorien. Interviewt werden 17 Lehrkräfte, die ihre Praktiken beschreiben und reflektieren, und zwar alle zur gleichen Unterrichtseinheit „Prozente verstehen“ (Klasse 7). Die qualitative Analyse rekonstruiert fünf typische Leitkategorien: soziale Teilhabe, Beschäftigung, Aufgabenbewältigung, inhaltliche Teilhabe und stufengerechte Lernzuwächse, zwischen denen die Lehrkräfte wechseln. Die Analyse zeigt, wie sich diese Leitkategorien in den Praktiken genauer ausprägen.
Within the model of content-related expertise, we characterize how teachers realize inclusive education in mathematics classrooms by the teaching practices they enact to master typical didactical jobs: (1) identify potential demands and notice students’ abilities, (2) differentiate priorities, e.g. learning goals with respect to identified ability and compensate limited abilities by scaffolding, (3) enhance targeted learning goal with respect to ability, and (4) orchestrate joint learning. The qualitative interview study investigates teachers’ self-reported practices with respect to the underlying inclusive orientations and categories for perception and thinking. 17 teachers were interviewed, they describe and reflect their practices within the same teaching unit on percentages in Grade 7. The qualitative analysis identifies five recurring leading categories: social participation, occupation, task propensity, content participation and adaptive learning progressions; teachers change between the five. The analysis shows how the leading categories are expressed in the different jobs and practices.
Within the model of content-related expertise, we characterize how teachers realize inclusive education in mathematics classrooms by the teaching practices they enact to master typical didactical jobs: (1) identify potential demands and notice students’ abilities, (2) differentiate priorities, e.g. learning goals with respect to identified ability and compensate limited abilities by scaffolding, (3) enhance targeted learning goal with respect to ability, and (4) orchestrate joint learning. The qualitative interview study investigates teachers’ self-reported practices with respect to the underlying inclusive orientations and categories for perception and thinking. 17 teachers were interviewed, they describe and reflect their practices within the same teaching unit on percentages in Grade 7. The qualitative analysis identifies five recurring leading categories: social participation, occupation, task propensity, content participation and adaptive learning progressions; teachers change between the five. The analysis shows how the leading categories are expressed in the different jobs and practices.
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Inklusiver Unterricht, Inklusive Praktiken, Aufgabenbewältigung, Inhaltliche Teilhabe, Stufengerechte Lernzuwächse, Inclusive education, Inclusive teaching practices, Task propensity, Academic participation, Adaptive learning progressions