Being certain of uncertainty. Professionalization of prospective teachers with regard to the challenges of inclusion

Abstract

The teaching profession is characterized by uncertainty and antinomies (cf. Helsper 2003). By analyzing the conception of a tutorial offered at TU Dortmund, which accompanies the students’ first practical training in school and aims to encourage alternative thinking by means of peer-feedback, this paper will show that a professional approach to uncertainty can be developed during the course of study. After briefly summarizing the seminar concept, this article will discuss the concept’s framework in theory and in practice. In a final step, it will critically reflect on its findings, while also considering previous evaluation results.