Preparing German pre‐service teachers in special needs education for school development—Can we do otherwise?

Although school development can be viewed as an emerging responsibility of teachers, special needs education in Germany does not leave sufficient room for non-teaching tasks, leading to a knowledge gap the professionalisation pre-service teachers with regard upon entering profession. This study focused on preparedness professional task at end their initial teacher training. The respondents interview are 12 enrolled master level educational German university. findings report marginal situatedness curriculum, associated understanding and low assessment relevance within education. closes practical recommendations how tackle tasks