Project "Schul-EWIAN": School development tasks at special schools and inclusive schools

Schools are currently increasingly confronted with various demands that require, among other things, school development. School development tasks are implemented cooperatively by teachers and school management at the individual school. As part of their studies, students are prepared for various future tasks in the teaching profession. It can be assumed that preparation for the development task "school as an institution" usually only plays a subordinate role (cf. Hericks & Kunze, 2002). This results in a gap between theory and practice, which the project attempts to close.
In the project, the topic of school development is examined more closely in the context of three sub-studies in terms of study-immanent and professional professionalization processes. In a first step, qualitative interviews with students are used to discuss whether and to what extent they are prepared for questions of school development during their studies. In a second step, the focus shifts to teachers in professional practice. The aim here is to clarify the extent to which teachers at special schools are involved in school development processes. The third sub-study deals with questions of school development in inclusive school settings.

Project team: Katharina Resch, Sarah Walczuch, Sabine Marschall, Eva Hartmüller