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„...we’re all wonderful, no matter how different we are as people.“  Taken from an interview conducted for this dissertation, this statement exemplifies one of the findings of the study: The basic idea of inclusion is often praised in euphoric terms. At the same time, however, it is possible to observe challenges and significant areas of tension regarding its professional implementation. The  dissertation  is  located  in  the  context  of  research  on  inclusive  teacher  education  and  addresses  the  question  of  which  aspects  of  teacher  education  characterize  the  development  of  a  professional attitude and what role is played by one’s own professional self-image, ideas about disability and the attribution of competencies and performance during this education.To answer this question, students studying special education at the university were interviewed. These  students  are  in  a  special  phase  of  upheaval  which  opens  professional  opportunities  for  them  in  both  special  needs  schools  and  regular  schools.  The  requirements  and  concrete  tasks  before them vary considerably depending on their professional location. Uncertainty related to these requirements and tasks, as well as the desire to resolve it, are central to the results of this study and are handled differently by the students surveyed. Using objective hermeneutics, four cases are analysed and interpreted. This reconstructive procedure opens up the possibility of examining statements that are subject to a certain subject-specific social desirability for their latent meaning and thus to arrive at more profound insights into the subject matter of the study. With the help of central theories of professionalism and the theory of Bildung as a transformational  process,  the  results  of  the  study  show  that  existing  beliefs  and  biographically  acquired  experiences  of  students  guide  and  influence  their  educational  processes  on  the  way  to  the  development of a professional attitude. Two aspects of special concern in this study were the need for students to be recognized as a ‚real‘ teacher and their awareness that people with disabilities require increased assistance while at the same time denying their extant skills. One further observation made in this study is the disregard for the idea that Bildung, understood as an educational aim that goes beyond mere classroom integration, is also an important educational aim for children with disabilities. They show that statements like the one cited at the beginning of this abstract should be examined for the normative contradictions it may obscure. This leads to several conclusions that are relevant especially for the first phase of teacher training.The dissertation thus employs reconstructive studies in order to illuminate the research field of teacher  education  and  professional  attitudes.  It  will  be  of  interest  for  providing  vivid  insights  into the application of the method of objective hermeneutics in a field of special and inclusive education.

Sonderpädagog*in werden: Auf dem Weg zu einer professionellen Haltung. Eine rekonstruktive Studie im Kontext inklusionsorientierter Lehrer*innenbildung