Cooperative Learning of Student Teachers in the Context of their Qualification for Inclusive Elementary School Science Teaching (KLinG)
Table of contents
> Link to application form (Scientific Use Files)
| Data Set Published on | 17.09.2024 |
|---|---|
| Current Version Available Since | 17.09.2024 |
| Survey Period | 2018-2020 |
| Sample | Students (N=289) |
| Survey Unit | College Students |
| Measured Competencies | Levels of Successful Teacher Collaboration; Factors of Successful Teacher Collaboration; Identification of the Form of Teacher Collaboration; Knowledge of Forms of Teacher Collaboration |
| Region | North Rhine-Westphalia |
| Principal Investigators | Blumberg, Eva Hellmich, Frank Schwab, Susanne |
| Data Producers | Hellmich, Frank |
| Funded by | Federal Ministry of Education and Research |
| Link | https://ris.uni-paderborn.de/record/36242 |
| Suggested Citation | Hellmich, F., Hoya, F., Schulze, J. R., Kirsch, A., Blumberg, E., & Schwab, S. (2024). Kooperatives Lernen von Lehramtsstudierenden im Zusammenhang mit ihrer Qualifizierung für den inklusiven naturwissenschaftlichen Sachunterricht der Grundschule (KLinG) [Cooperative Learning of Student Teachers in the Context of their Qualification for Inclusive Elementary School Science Teaching (KLinG)] (Version 1) [Data set]. Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen. http://doi.org/10.5159/IQB_KLinG_SUF_Off-site_v1 |
| Restriction Notice | There are no specific data restrictions. |
Project description
The research project investigates opportunities for cooperative learning among elementary and special education student teachers in the context of their qualification for inclusive elementary school science teaching. The following questions were addressed: 1) how can inclusive educational processes be designed in schools, 2) what are the possibilities for qualifying teachers for inclusive school practice, 3) how can students be prepared for this, 4) how do they learn to cooperate in a profitable way with the goal of working in multiprofessional teams, and 5) how can learning environments in elementary schools be designed so that elementary and special education teachers can teach together in multiprofessional teams in the future and children can be supported in the best possible way regardless of their individual learning requirements. Students in the master's degree program in teaching at elementary schools and in teaching at special schools (subject: physical education) as well as children in the third and fourth grades were surveyed. The surveys of the students' data were conducted in courses at the University of Paderborn. The children's data were collected in elementary schools in North Rhine-Westphalia. (IQB)
Blank data sets
For a first overview of the data set and its variables, dummy data sets containing the variables used and the value labels relating to them are provided for download here.
Documentation
Here you can find further documentation:
KLinG: Scaling Manual (German version only)- KLinG: Methodical Report (German version only)
Literature
Selected literature is listed here (as of September 2024).
2024
Hellmich, F., Hoya, F., Schulze, J. R., Kirsch, A., Blumberg, E., & & Schwab, S. (2024). Kooperatives Lernen von Lehramtsstudierenden im Zusammenhang mit ihrer Qualifizierung für den inklusiven naturwissenschaftlichen Sachunterricht der Grundschule (KLinG) (Version 1) [Datensatz]. Berlin: IQB - Institut zur Qualitätsentwicklung im Bildungswesen. https://doi.org/10.5159/IQB_KLinG_SUF_Off-site_v1
2022
Hellmich, F., Hoya, F., Schulze, J. R., Blumberg, E., Kirsch, A. & Schwab, S. (2022). Kooperatives Unterrichten von Studierenden des Lehramts an Grund- und Förderschulen als Vorbereitung auf den inklusiven naturwissenschaftlichen Sachunterricht. In F. Buchhaupt, J. Becker, D. Katzenbach, D. Lutz, A. Strecker & M. Urban (Hrsg.), Qualifizierung für Inklusion. Grundschule (Bd. 2, S. 47–61). Waxmann Verlag GmbH.
2021
Hellmich, F., Hoya, F., Schulze, J. R. & Blumberg, E. (2021). Effects of pre-service teachers’ collaboration on children’s competencies and motivation in (non-)inclusive primary school science lessons. International Journal of Inclusive Education, 1–15. https://doi.org/10.1080/13603116.2020.1862406
Kirsch, A., Blumberg, E., Hellmich, F. & Hoya, F. (2021). Kooperativ Forschen(d) Lernen im inklusiven Sachunterricht der Primarstufe – Ein Theorie-Praxis verzahnter Ansatz zur Vorbereitung von Sachunterrichtsstudierenden auf das Praxissemester. In C. Caruso, C. Harteis & A. Gröschner (Hrsg.), Theorie und Praxis in der Lehrerbildung (Edition Fachdidaktiken, S. 349–372). Wiesbaden: Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-32568-8_20
2020
Schulze, J. R., Hoya, F., Blumberg, E., Schwab, S. & Hellmich, F. (2020). Kooperatives Arbeiten von Studierenden des Lehramts an Grund- und Förderschulen als Vorbereitung auf den inklusiven Unterricht in der Grundschule. In M. Grosche, J. Decristan, K. Urton, N. C. Jansen, G. Bruns & B. Ehl (Hrsg.), Sonderpädagogik und Bildungsforschung - Fremde Schwestern? (S. 230–234). Bad Heilbrunn: Klinkhardt.
2018
Hellmich, F. & Hoya, F. (2018). Kooperatives Lernen von Studentinnen und Studenten des Lehramts für Grund- und Förderschulen als Vorbereitung auf das `Team-Teaching´ im inklusiven Unterricht der Grundschule. In F. Hellmich, G. Görel & M. F. Löper (Hrsg.), Inklusive Schul- und Unterrichtsentwicklung (S. 195–209). Stuttgart: Kohlhammer.