This study examines how students of primary, mainstream and special education deal with the topic of school inclusion against the background of their professional orientation patterns. The reconstructions of the group discussions show orientation patterns and appropriation practices that are specific to the type of teaching profession. Regardless of the type of teaching profession, there are two educational orientation frameworks that are particularly effective in the context of inclusion. The results provide indications for further research and development in the context of inclusion-oriented teacher education.
For her dissertation, Magdalena Gercke received the 2021 Doctoral Award of the University of Erfurt.