Fachdidaktische Qualifizierung Inklusion angehender Lehrkräfte an der Humboldt-Universität zu Berlin

FDQI-HU aims at combining and enhancing the given didactic competencies in the fields of rehabilitation studies, general and special didactics as well as language education at the Humboldt-Universität zu Berlin. In particular, FDQI-HU focuses on improving subject-related approaches towards inclusion and now concentrates on the subjects Physics, Mathmatics and Biology, while the first funding phase focused on the subjects English, Latin, Computer Science, History and Vocational Education.

By establishing PhD- and postdoctoral positions and by engaging seconded teachers with practical teaching experiences, the project aims at developing university seminars by designing a universal didactic model for inclusive teaching and learning that is to be individualized by the respective subjects. Seminars are being taught in tandems representing the different fields. The posts are connected to existing experienced projects and are furthermore to establish working units at the Humboldt Universities’ primary school didactics, general and special didactics and rehabilitation studies - all of them being connected under the umbrella of the Professional School of Education (PSE) in order to establish a sustainable network.

The seminars are constructed to increase adaptive teaching skills and self-efficacy whilst teaching groups of heterogenic students. In order to evaluate the seminars’ efficiencies, the project has developed new instruments to measure students' achievements. Documentation of the project’s impact is taking place continuously - both through using the project's online-platform as well as through publishing individual works of qualification by PhD- and post-doctoral researchers. In addition, FDQI-HU can rely on extensive preparatory work and broad expertise of researchers and associates at the Humboldt-Universität and beyond.

At FDQI-HU, the development of higher educational teaching and learning concepts is conducted as follows: Known teaching and learning formats are functioning as exemplary models for the first development stage and are being re-designed continuously. The postdoctoral position, which is assimilated with all working areas of the PSE, is documenting the project's enhancements. Intermediate results as well as further developments will be continuously put up for discussion at conferences and workshops.