Inclusive Pedagogy Qualification in the University-based Training of Primary School Teachers. A Cross-sectional Analysis of Module Handbooks at Various German Universities

University-based teacher training in Germany continues to face great challenges in the area of inclusive pedagogy qualification (IpQ). Against this background, a deductive document analysis (Kuckartz, 2016) will be used to investigate the main research question: which differences exist with regard to the allocation of learning outcomes (LO) for inclusion pedagogy within module handbooks (MHB) of primary school teacher training programs, if the competence profile of the European Agency for Special Needs and Inclusive Education (EADSNE, 2012) is taken as a basis? The MHB of 76 study programs at 46 Universities (HS) across all German states are examined. The results, from which evidence for curriculum development emerges, show that there are large differences in the location of LO for IpQ across the states, HSs, and degrees obtained. Only two of the eight competency areas, Teachers' views of learner diversity (78.3%) and Promoting academic, social, and emotional learning for all learners (80.4%), are addressed by a majority of HSs. The awarding of LO for IpQ is slightly declining in line with the nationwide trend.