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The virtual school board (VSB) offers teachers a browser-based platform to support a multilevel, evidence-based educational plan. The present study examines teachers’ use of the VSB. Based on technology acceptance model (TAM), 17 teachers from nine schools were interviewed about their use of the VSB. The evaluation was based on qualitative content analysis (QCA). For seven categories the intercoder reliabilities were acceptable. After 24 months, the users said that they used the VSB for support planning, diagnostics, discussions with parents and other documentation. They rated the overview gained and the interdisciplinary exchange as beneficial. However, a lack of technical expertise within the staff, the technical equipment and the user interface hindered teachers, such that almost a fifth never used the software completely. The challenges are complex. Needless to say, missing, little or old technical hardware is likely to decrease the usage of a digital tool; the implementation also faces the challenges of recontextualisation, and additionally faces the resource-labelling dilemma. Therefore, these challenges must be dealt with in the mutual interaction between school practice, educational research and professional information and communication technology (ICT) development.

Reflexionskompetenz gilt als Schüsselqualifikation von Lehrkräften, insbesondere im inklusiven Unterricht, welcher durch Zielkonflikte geprägt ist und somit reflektierte Entscheidungen erfordert. Schon in der ersten Phase der Lehrkräftebildung sollte Inklusion deshalb als Querschnittsthema bearbeitet werden. Nicht nur Sonderpädagogik-, sondern alle Lehramtsstudierenden sollten die Möglichkeit erhalten, Reflexionskompetenz im Kontext inklusiver Bildung zu erwerben. Dieses Ziel verfolgt der Zertifikatskurs „Handlungswissen Inklusion“ an der Universität zu Köln. Es handelt sich hierbei um ein interdisziplinäres Kooperationsprojekt unterschiedlicher Fakultät­en und Arbeitsbereiche. Der Beitrag beschreibt die inhaltliche Konzeption des Zertifikatskurses und die Durchführung der Pilotierung (erste Kohorte im SoSe 2021) im Bachelorstudium der lehrkräfteausbildenden Fakultäten. Dabei nehmen die Studierenden während des gesamten Bachelorstudiums pro Semester an mehreren Zertifikatsworkshops teil. Zur Förderung der Reflexionskompetenz wird begleitend ein E-Portfolio bearbeitet. Themen des Zertifikats sind u. a. die Reflexion unterschiedlicher Inklusionsverständnisse, Spannungsfelder wie Kategorisier­ung vs. Dekategorisierung, Leistungsbewertung, Chancen und Herausforderungen im Kontext von Digitalisierung in inklusiven Settings und im Rahmen des Berufsfeldpraktikums eine erste Theorie-Praxis-Reflexion. Die Themen bieten Raum, das bisher erworbene Wissen über Inklusion zu erweitern, sich damit kritisch auseinanderzusetzen und eigene Überzeugungen zu hinterfragen, um den Erwerb professioneller Handlungskompetenzen zu fördern. Abstract Reflective competence is a key qualification particularly for teachers who teach inclusively, teaching that is marked by competing goals and one that requires reflected decisions. Starting with the first phase of teacher education, inclusion should be dealt with as a cross-cutting issue. All student teachers, not just special education students, should have the opportunity to acquire reflective competence in the context of inclusive education. The certificate course “Handlungswissen Inklusion” at the University of Cologne pursues this goal. This project is interdisciplinary, a product of cooperation between different faculties and (research) teams. This article describes the content and conceptualization of the certificate course and the implementation of its pilot cohort (summer 2021) for bachelor students in teacher education faculties. During the certificate course, students participated in several workshops per semester throughout their bachelor studies. An e-portfolio was worked on throughout the course to promote the students’ reflective competence. Certificate topics included: reflection on different conceptual understandings of inclusion, points of tension found, for example, in categorization and de-categorization, performance assessments, opportunities and challenges in the context of digitalization of inclusive settings and an initial theory-practice reflection in the context of the occupational field-related practical studies. The topics provide a space to expand previously acquired knowledge about inclusion, to critically engage with this knowledge, and to question one’s own beliefs in order to promote the acquisition of professional action competencies.

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