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Bildungswissenschaften und akademisches Selbstverständnis in einer globalisierten Welt- Education and Academic Self-Concept in the Globalized World


Edited By Gerd-Bodo von Carlsburg and Thomas Vogel

Dieser Band dokumentiert eine Reihe von Beiträgen der XIX. Internationalen wissenschaftlichen Konferenz Bildungsreform und Lehrerausbildung zum Thema Bildungswissenschaft auf der Suche nach globaler Identität, die vom Ministerium für Bildung und Wissenschaft der Republik Litauen, der Litauischen Universität für Bildungswissenschaften in Vilnius und der Pädagogischen Hochschule Heidelberg – University of Education gemeinsam konzipiert und veranstaltet wurde. Das Hauptthema der Konferenz waren Bildungs- und Qualitätsstandards der Hochschul- und Schulbildung. Dieses Qualitätsmanagement setzt somit den Erwerb interaktiver Kompetenzen im Bildungs-, Erziehungs- und Sozialisationsbereich voraus, gewissermaßen als innere Kräfte für Basiskompetenzen, die im Hinblick auf die Herausforderungen der Gesellschaft des kommenden Jahrzehnts die Befähigung zu Identität ermöglichen.
This volume presents a series of contributions from the XIX. International Scientific Conference on The Reform of Education and Teacher’s Training on the topic Educational Sciences in Search of Global Identity which was conceived and organized by the Ministry of Education and Science of the Republic of Lithuania, Lithuanian University of Educational Sciences and Heidelberg University of Education (Germany). Main topics of the conference were educational quality standards of Higher and Secondary Education. This kind of quality management relies on the acquisition of interactive competence in socialization and the educational sector. The development of these basic skills is prerequisite for achieving an identity in order to meet the challenges of our society in the coming decade.
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Professional Identity Characteristics of a Teacher Implementing Inclusive Education: Pupil and Teacher Experience


Alvyra Galkienė


The article looks at the characteristics of teacher professional identity through the comparison of the reflections of teacher and pupil experiences in a school implementing inclusive education. Recognizing the diversity of the pupils, willingness to lead every pupil towards his/her personal success, expertise in the didactics of heterogeneous groups, inclination to build educational environment that reduces the need for assistance to a pupil, and, in case of necessity, the ability to provide such assistance are all fields of competence, through which the professional identity of a teacher implementing inclusive education reveals itself.

Keywords: professional identity, inclusive education, values, didactics of heterogeneous groups


Continuous socio-cultural processes taking place in society and reflecting globalization phenomena, scientific progress, economic and political developments result in a professional activity environment filled with constantly changing requirements for a teacher. Therefore, it is important to review the meanings of a teacher’s activity in the process of educating the young generation at different aspects: self-perception in the profession (O. Tijūnėlienė, V. Kavaliauskienė, 2009), expression of competencies (E. Urnėžienė, 2012, A. Norvilienė, V. Zuzavičiūtė, 2011, E. Martišauskienė, 2009, J. Lasauskienė, 2008, E. Rodzevičiūtė, 2006), and reflection of teachers’ experience (O. Tijūnėlienė, 2011, R. Paulauskas, A. Gumuliauskienė, H. Volodka, A. Širiakovienė, 2010). The research aims at reviewing teacher professional identity markers from a relatively new prospective of inclusive education.

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