The present work investigates professional self-concept domains of pre-service teachers of the teaching degree programs 'Teaching at Elementary Schools' and 'Special Education' in two different studies. The first study investigates whether and to what extent pre-service teachers' professional self-concepts - with regard to planning and implementing inclusive education and cooperation with colleagues - can be fostered by a university-based learning unit on teacher cooperation in the inclusive classroom. In the second study, differences in the development of pre-service teachers' self-concepts are examined in relation to their type of tandem compositions (freely selected tandems vs. randomly assembled tandems) for the planning and implementation of inclusive lessons in elementary schools.
The present work investigates professional self-concept domains of pre-service teachers of the teaching degree programs 'Teaching at Elementary Schools' and 'Special Education' in two different studies. The first study investigates whether and to what extent pre-service teachers' professional self-concepts - with regard to planning and implementing inclusive education and cooperation with colleagues - can be fostered by a university-based learning unit on teacher cooperation in the inclusive classroom. In the second study, differences in the development of pre-service teachers' self-concepts are examined in relation to their type of tandem compositions (freely selected tandems vs. randomly assembled tandems) for the planning and implementation of inclusive lessons in elementary schools.
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