Universitäre Lehre partizipativ gestalten. Reflecting Teams zum Thema Inklusion in Arbeit

The article presents and reflects on a participatory course at the Department of Education at the University of Vienna in winter semester 2022/2023. Together with experts with experiences of disability, a participatory course was planned, implemented and reflected.

Along fundamental theoretical considerations on the relevance of participatory research in the context of inclusion, the article introduces our concrete planning of participatory teaching regarding inclusive education and research. The aim is to highlight and discuss the potential of participatory teaching in university education.

This article presents the participatory and cooperative planning process of the course, as well as the implementation based on the systemic group method of the reflecting team (RT) according to Tom Andersen [1]. The group discussions in two course units, each lasting 4 h, were documented in writing and evaluated.

On the one hand, the results provide insight into the experts’ accounts of various aspects of inclusion in a professional context. On the other hand, the article reflects on the implementation of participatory teaching in a university setting. The conclusion results from the experts’ reflections on participatory teaching. Implications for practice round off the article.