The project pursues three objectives: establishing school inclusion, increasing the competences and skills required by teacher students, as well as sharpening the professional profile of teachers towards inclusion. The topic of the project is the question of how the teacher students can be helped to gain an initial professionalisation in dealing with heterogeneity during the practicum. Professionals, that show results from professionalisation research, are characterized by a very high, case-by-case reflection competence based on a specific knowledge. Methodically-oriented reflection supports already teacher students in practicum to act in complex situations in an individualized manner. Through a systematic, reflection-oriented guidance, teacher students can already start to engage in the diversity in school classes and the needs of multiple disadvantaged pupils (social background, flight, migration). Five organizations from three nations are engaged in the project: the Schlossbergschule and the Wilhelm-Feil-Schule in Vaihingen / Enz (Germany), the University of Education Ludwigsburg (Germany), the University College of Teacher Education of Christian Churches Vienna/Krems and the University of Luxembourg (Luxembourg). All five partners show a strong profile in the dimension of teacher training and inclusive education that are central to the project. The project engages teacher students, staff members from the university and school, responsible persons from the first, second and third phases of teacher training and education policy-makers. Two related products are developed: a module for coaching in practicum and a corressponding training course for teachers and university staff, which is oriented towards the professionalisation approach "reflection for inclusive education". In the process of product development, stakeholder issues are identified, interviews, focus groups and interviews are conducted. The prototypes of the developed products are implemented. Evaluations play a central role in the development process. For an expert discussion, to provide the dissemination of the results and the implementation of the developed products multiplier events are organized. As a direct effect, teacher students participating in the project are expected to develop a professionalisation concept based on (cooperative) reflection-on-practice by taking part in a supporting course during the practicum. Also teacher students feel thus better prepared for the complex inclusive practice. Reflection enhances teachers' ability to deal with heterogeneity and thus make a significant contribution to the realization of school inclusion. The implementation of systematic and methodical reflection on complex pedagogical situations is expected as a longer-term system impact of the project. The universities are modifying their supervised practicum, guided by the principles of a reflected inclusive practice. They qualify staff and practicum advisors through training. The willingness to reflect on diversity in the education system is increased. Future teachers are better prepared to deal with social, ethnic and cultural diversity, and they can more easily meet the needs of a wide range of pupils.
The project is located in the context of teacher education. It pursues three goals: to foster inclusion in schools, to increase the necessary competencies of student teachers and to sharpen the professional profile of teachers in the direction of inclusion. Thus, the project's main goal is to support student teachers in their practical training to achieve a first subject-related professionalization for dealing with heterogeneity. Methodically guided reflection settings help students to act individually in complex situations during their practicum. By means of systematic, reflection-oriented support, student teachers become involved as educational actors in the diversity of school classes and the needs of multiply disadvantaged students (social background, flight, migration, etc.) even during their studies. Results from research on professions show that professionals are characterized by an extremely high level of case-related competence to reflect which is based on professional knowledge. The project aims to structurally support the acquisition of this competence. The profile of the participants results from the framework of professionalization for inclusive education. Students, internship supervisors from universities and schools, scientists, persons responsible for the first, second and third phase of teacher training and educational policymakers were involved in this project. In total, all over 2,000 people were reached by the internship support events, multiplier events and the homepage. Two interrelated products have been created in the project: a module for coaching in practicum and a corresponding training course for teachers and university staff who supervise students in their practical training. The following activities were carried out in the development process of the products. Expectations of the interest groups were surveyed, interviews, group discussions and surveys were carried out and the prototypes of the created products were implemented. Evaluations played a central role in the development process. In addition to four successful realized multiplier events, seven project meetings and 21 online meetings were held. For all of them, detailed protocols and relevant to-do lists for further activities were created. The results and effects are that the participants' awareness of the importance of reflection and especially of the emotional aspects was significantly increased. Between the qualification of the internship facilitators and the effectiveness of the internship facilitation exists a close connection which was shown to be innovative and important especially during the seminars for teacher training. From various evidence it can be concluded that the students involved in the project benefited from it in the following ways: - A greater understanding and open-mindedness for social, ethnic and cultural diversity, a feeling of coherence (comprehensibility, manageability and meaningfulness) was achieved. Thus a higher motivation and job satisfaction as well as a reduction of the stress experience during the internship was obtained. This is connected with increased professional competence of the prospective teachers and a higher probability of (mental) health in professional life. - They experienced a strengthening of their self-image and their profile as professionals. - They became more competent in dealing with diversity in learning groups. - The cooperative and innovative reflection on practice which was trained in the internship support event could be adopted in their professional habitus. For the future it will enable them to work more closely with other actors in school to promote inclusion and prevent exclusion. - The participating schools were involved in a process of exploratory learning. They are rethinking their practice of internship support and beginning to incorporate formats of reflection into their structure or to take up suggestions from them. In this way they were motivated for organizational and personnel development. - It can be assumed that universities will change their internship support courses, align them with the example of a reflected inclusive practice and train their staff and internship teachers accordingly. The willingness to deal with diversity in the educational system in a reflective way will be increased. It is expected that internship support seminars that focus on systematic and methodical reflection of complex pedagogical situations will also be implemented in other teacher training institutions. A first lasting effect can be seen at the University of Regensburg, since the Intellectual Outputs are used in the teacher training program for pedagogy in case of behavioral disorders.