Education, School, and Behaviour Faculty of Education

InklusiBuS - Inclusive Vocational Training and Situation Definition

Teaching-learning processes represent action situations that depend on the actors involved having a comparable understanding of them, in other words defining situations in a comparable way. With regard to inclusive teaching-learning settings, the particular challenge here is that the more heterogeneous the groups are, the more disparate the life worlds - against whose background situation definitions of the participants are made - are. If it is still relatively easy in homogeneous groups to understand and possibly accept the life-world of a counterpart due to the relative similarities, this process becomes more difficult with increasing distance of the life-world from one's own. The first question that needs to be answered in order to promote inclusive teaching-learning settings must therefore be how teachers can gain access to understanding (in the sense of grasping) disparate life worlds.

Duration
11/2017 - 10/2020

Funding
Bundesministerium für Bildung und Forschung (BMBF) :
390 000 Euro

Project management

(apl.) Prof. Dr. Matthias Vonken
Head of the subject area "Berufspädagogik und Weiterbildung" (Faculty of Education)
Rainer Benkmann
Ehemaliger Professor für Pädagogik bei Lernbeeinträchtigungen (Faculty of Education)

Team

Jens Reißland

Tim Thonagel

Jeanette König-Wendel

Teaching-learning processes represent action situations that depend on the actors involved having a comparable understanding of them, in other words defining situations in a comparable way. With regard to inclusive teaching-learning settings, the particular challenge here is that the more heterogeneous the groups are, the more disparate the life worlds - against whose background situation definitions of the participants are made - are. If it is still relatively easy in homogeneous groups to understand and possibly accept the life-world of a counterpart due to the relative similarities, this process becomes more difficult with increasing distance of the life-world from one's own. The first question that needs to be answered in order to promote inclusive teaching-learning settings must therefore be how teachers can gain access to understanding (in the sense of grasping) disparate life worlds.

Usually, teachers try to classify their counterparts on the basis of special educational reports, self-chosen diagnostic instruments, existing pupil files or other external assessments, which is necessarily subjective and in relation to a normality that is also subjectively set. This tends to result in labelling and stigmatisation that hinders inclusion. A point of reference which could facilitate access to the process of understanding for teachers is critical situations in the sense of situations in which teachers and learners perceive that they do not "understand" their counterpart and his intentions, i.e. that they cannot recognise/retrieve familiar patterns of action or assume that they are not understood by their counterpart. In these moments, consciously or unconsciously - so the assumption is - a process of reflection on the respective access of the other to the world begins. At first, however, it is unclear what exactly is going on in people and how they ultimately solve the problem of understanding the other person's world. In order to gain access to the definition of the situation of people, an empirical study will be carried out on the basis of enabling inclusive teaching and learning in training in companies and vocational schools.

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Inclusion Empirical Educational Research Vocational Training

Research focus

Education, School, and Behaviour