Inclusive Higher Education Teaching in Germany: Qualitative Research Findings

• In Event: AERA Poster Session 2
  In Poster Session: Considerations in Faculty Development

Abstract

This paper presents the first results of the explorative phase of a research project that investigates the impact of a professional development intervention on inclusive teaching for faculty at a German university. In the explorative, qualitative project phase online descriptions of faculty development workshops on inclusive teaching were analyzed applying the content analysis method. Summarizing the results against the backdrop of Bloom’s taxonomy of educational objectives the findings shed light on both the learning objectives the workshop descriptions declare to achieve and description quality. Preliminary results of two interview studies with workshop trainers as well as experts, faculty, and students in Germany, the USA, and New Zealand accompany the findings and serve as the basis of a mixed-methods intervention study.

Authors

• Claudia Burger, Goethe University Frankfurt

• Nicola Maier, Goethe University Frankfurt