Adaptive Lehrkompetenz in der universitären Lehrkräftebildung: Theoretische Rahmung, Ergebnisse und Implikationen empirischer Begleitforschung

Abstract

Preparing future teachers for teaching heterogeneous learning groups can be seen as one of the fundamental challenges in teacher education. In this context, fostering adaptive teaching competence stands out as a promising approach for inclusive teaching and learning. To do so, the project ’Subject-Specific Didactic Qualification of Future Teachers for Inclusive Settings at the Humboldt-University Berlin’ (FDQI-HU) has developed digital teaching-learning modules for teacher education in a cyclical approach over several years. These modules can be adapted for individual subjects and used in a variety of ways. This article presents the theory and implementation of the modules for fostering adaptive teaching competence and – based on the empirical research on the interventions – presents central results as well as further impulses for innovative university teaching and teaching evaluation.