Contexts of transfer

The project does not follow a linear transfer logic, but rather a relational approach: Transfer is understood as a co-constructive relational space between science, practice, and educational administration. To this end, new structures are being created: transfer alliances in which actors from science, schools, professional development, and administration work together, a Transfer and Transformation Hub (TT-Hub), and a Governance and Implementation Research Hub (GI-Hub).

Methodologically, the project is based on Design-Based Research with two iterative development and testing loops, and a mixed-methods design that systematically combines qualitative and quantitative approaches. Thus, the focus is not only on whether transfer succeeds, but under what conditions, with what adaptations, and with what effects across various levels.

 Transfer items developed from the predecessor project QiS 

What is actually meant by inclusive physical education?

Against the backdrop of diverse approaches, the first challenge was to specify what we actually mean when we speak of inclusive physical education (PE). This question was the focus of two expert workshops. The result was an agreement on three central claims: recognition, participation, and individual support.

How do these claims manifest for PE teachers in practice?

In the next step, we faced the question of how and in which situations PE teachers are confronted with these claims. To investigate this, 104 PE lessons in 14 classes across six schools (three primary schools, three community schools/“Stadtteilschulen”) were filmed. These lessons were systematically evaluated, identifying nine typical demanding situations in which teachers encountered the three central claims.

How can PE teachers manage the demanding situations of inclusive physical education?

A systematic evaluation of all cases within these typical demanding situations showed how teachers acted in these moments, how they perceived the situations professionally, and what knowledge they drew upon.

On this basis, all situations underwent a normative-reflective evaluation by a team of experts, which served as the foundation for developing competence profiles for each typical demanding situation. These competence profiles are differentiated into sub-requirements and recommend various courses of action, which must be selected based on the specific requirements of the situation.

For teaching purposes, corresponding situation-specific skills (professional perception, interpretation, and decision-making) as well as attitudes, beliefs, and bodies of knowledge were also identified.

How can prospective PE teachers be prepared to manage typical demanding situations?

While the three claims of inclusive PE, the typical demanding situations, and the competence profiles provide important guidance for (prospective) PE teachers, classroom situations are complex and always vary to some extent. Therefore, teacher actions must adapt to the specifics of each situation. Consequently, (prospective) PE teachers must learn to professionally perceive and interpret inclusive PE situations and make appropriate behavioral decisions by drawing on relevant knowledge.

To this end, the instrument of "video case work" (videobased case studies) was utilized. By analyzing external cases, (prospective) PE teachers are intended to review their beliefs and motivational orientations, expand their knowledge, and improve their skills in perception, interpretation, and decision-making.

Building on this, (prospective) PE teachers should incorporate the claims of inclusive PE into the planning of teaching trials during school internships, document relevant situations, and evaluate them on a case-by-case basis.

Working with external cases proved to be particularly effective. Integrating these elements into the planning and evaluation of teaching trials during school internships led to further gains in some cases or, at the very least, had a stabilizing effect.