Linking Competencies for Inclusion and Digitalization in Teacher Education

The acquisition of competencies related to inclusion and digitalization represents a current cross-sectional task in teacher education. In schools and universities, these two areas have not yet been systematically interwoven, despite the expected synergies for both university students and future teachers. Professionalization programs that effectively integrate inclusion and digitalization are thus needed. The project inklud.nrw achieves this by using the case study method to create a teaching and learning concept for teacher education. It links inclusion and digitalization to ensure the full participation of all university students who (also) are trained to design their own inclusive teaching concepts with media. The article illustrates how such an innovative teaching and learning concept can be theoretically grounded and designed as an Open Educational Resource (OER). It elaborates the theoretical foundations of inclusion and digitalization, provides praxeological insights into the conceptual design of the inklud.nrw teaching and learning materials, and raises questions about quality assurance. The freely available OER for educational science teaching presented in the following article is especially designed for university students who want to become primary and lower secondary school teachers in Germany.