For the development and evaluation of further education and training modules for an inclusive school practice in three federal states (Baden-Württemberg, Brandenburg, North Rhine-Westphalia)
In the application-oriented research and development project "Schule tatsächlich Inklusiv- Evidence-based modular further education for practising teachers and other pedagogical specialists" (StiEL), evidence-based modules for inclusion-oriented further and continuing education for teachers and other pedagogical staff of general and vocational schools are being developed. These modules will be used in school practice by further-trained teachers and evaluated using quantitative and qualitative methods. In the first step, a total of six continuing education modules will be developed on the basis of literature, existing inclusion-related continuing education courses and interviews with education and inclusion experts. Preliminary modules are: "Inclusive didactics and diagnostics", "Multi-professional cooperation and school development / neighbourhood development", "Understanding inclusion and heterogeneity", "Human rights education and social learning" and "Differentiation of achievement and learning objectives". Following the training of teachers and pedagogical staff and implementation, the transformation of the knowledge and skills acquired by teachers in further education and training into the teaching process and into everyday school organisation will be examined psychometrically in longitudinal section (intervention and control group design) and ethnographically (participant observation and group interviews). The evaluation results are then condensed into a modular continuing education system which a) is made available as Open Access to all relevant and interested actors and b) in the case of existing copyrights makes it possible to list recommendable good practice models modelled on the "Green List of Prevention in Lower Saxony".