TEDS-IME - Teacher Edcation and Development Study - Inclusive Mathematics Education

Sub-Project: Educational science and special needs education expertise

Detailed information can be found on the Project homepage.

Project team:

Location Cologne: Prof. Dr. Johannes König (Projekt management and site management Cologne), Prof. Dr. habil. Benjamin Rott, Jonas Weyers, Isabelle Klee-Schramm, Dr. Dr. Bruno Scheja, Christine Hirsch (Assoc. scientific staff)

Location Hamburg: Prof. Dr. Gabriele Kaiser (site management Hamburg), Prof. Dr. Nils Buchholtz, Natalie Ross, Anton Bastian

Project duration: January 2022 bis December 2024

Funding: Federal Ministry for Education and Research (BMBF)

Projekthomepage: teds.uni-hamburg.de/teds-ime.html

Projekt summary:

The project Teacher Education and Development Study - Inclusive Mathematics Education (TEDS-IME) is in the context of the BMBF (Federal Ministry of Education and Research funding guideline Supportive diagnostic testing in inclusive. It aims to conceptualise, measure and promote the diagnostic and support competence of regular secondary school teachers in the subject of mathematics with a view to inclusive education.

In the project, innovative training and professional development measures will be developed and implemented for three target groups with different expertise (student teachers in the Master's programme, trainee teachers, working teachers). In order to measure the success of the training, specific measurement instruments for diagnostic and support competences in inclusive education in secondary mathematics will be developed. Based on the evaluation results, manuals for training and further education measures will be developed and disseminated, which will enable the implementation of the measures by third parties. The effectiveness of the intervention will be tested quasi-experimentally via a pre-post design with waiting control groups, which will be implemented in the federal states of Hamburg and North Rhine-Westphalia represented by the project management. The conceptualisation of the in-service training and the measurement of competence follow on from preliminary work from the TEDS research programme on the professional competence of mathematics teachers and extend this to include pedagogical knowledge for inclusive (mathematics) teaching and its testing.

The project is expected to make an important contribution to the further development of the professional competence of mathematics teachers with regard to inclusive education. 

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