Effective Learning Experiences with UDL in teacher training at Universities

The government pursues the implementation of the competence categories, defined by‘Definition and Selection of Competencies’ (DeSeCo; OECD 2014), in the context ofeducation policy management measures e.g. in framework guidelines or study programsfor educational institutions. Introductorily the following article shows theunderstanding of the three competence categories to the educational sciences (1).Secondly, we outline the educational policy context given in Italy using the prominenttopic of inclusion as an example (2). Based on these, some more concrete initial pointsfor professionalization of pedagogical specialists can be outlined (3). In a fourth step thedevelopment of a teaching program is given as an example how these elements could beincorporated in an academic teacher training (4). According to the discussion of resultsof actual teacher education research hypotheses on the connections between supplyquality and the subjective fit of the students' academic requirements and competencesare expressed.