Findings of the research-based development, implementation, evaluation and further development of a teacher training series on »The Professional Handling of Heterogeneous Learning Groups«

Abstract

In this article, the following question is examined: To what extent fosters a reflection-centered teacher training on »The Professional Handling of Heterogeneous Learning Groups« the sensitive handling of heterogeneous learning groups. To answer this question, the interactions within the teacher training were systematically recorded by means of observations protocols and by written reflection tasks. On the basis of content analyses (Mayring 2015) and the subsequent triangulation of these two data sources, the learning processes of the participants could be traced. There will also be a focus on the research-based development, implementation, evaluation and further development of the teacher training, derived from the Design-Based Research approach. One of the main findings are the different characteristics of the teacher’ s own observationand action-practice in class and the different characteristics of the willingness to develop this observationand action-practice. The participants develop these characteristics in the course of the different phases of the training offer.