DIALOGUE project starts: promoting diversity in the classroom!

DIALOGUE project starts: promoting diversity in the classroom!

The University of Vechta has launched a groundbreaking project to internationalize teacher training. Called “DIALOGUE – Development of International Learning Opportunities for Greater Understanding in Teacher Education,” the project aims to support teachers in better dealing with diversity in the classroom. This was announced at an opening event that brought together not only teachers, but also politicians, student teachers and scientists. Mynewsdesk reports that the project is being carried out in cooperation with institutions from Italy, Estonia, Austria and Kosovo.

The DIALOGUE project is funded by the German Academic Exchange Service (DAAD) and the Federal Ministry of Education and Research (BMBF) with around 600,000 euros. The aim is to support teachers in dealing with an increasingly heterogeneous student population. What is particularly noteworthy is that around 19% of the students at the University of Vechta do not have German citizenship. Many of them have a migrant background, which underlines the relevance of the project.

Understand diversity as an opportunity

Silke Dormichian, one of the key speakers, emphasized the great importance of appreciation and respect in the learning process. She emphasized that the focus on difference should be seen as an enrichment for teaching. Prof. Dr. Frederike Bartels added that gaining experience about difference is necessary in order to provide future teachers with appropriate tools.

Franziska Wieborg reported on positive experiences she had during a semester in Estonia. These experiences were part of a previous project that pursued similar goals. In an increasingly globalized world, it is essential that teacher training students also deal with the challenges of intercultural education.

Challenges and opportunities in teacher training

Heike Bickmann from the Lower Saxony Ministry of Culture addressed the challenges that exist when it comes to the demand for stays abroad for teacher training students. This mobility funding is an important step in giving teachers the opportunity to gain international experience. Sandra Sollmann also pointed out the role of a functioning urban society and adapted school districts to promote diversity in the classroom.

In an international comparison, examples from Canada and Norway show that dealing with cultural diversity is already understood as part of school lessons there. In cities like Toronto, up to 70 different languages ​​are spoken in schoolyards and many student teachers have an immigrant background. Similar to Vechta, a greater focus on intercultural education is required here in order to optimally prepare teachers. In Norway, for example, the perception of heterogeneous classes has evolved from a problem to an opportunity, which has a positive impact on educational design.

In addition, there are still challenges in other countries such as Turkey. There, intercultural teacher training is hardly on the political agenda and many students are not prepared to deal with diverse ethnic groups. Such shortcomings show how important it is that Germany, too, invests more and more in the training of teachers in order to prepare them for the reality of the classroom.

With the DIALOGUE project, the University of Vechta is sending a clear signal for sustainable and inclusive teacher training that not only accepts cultural diversity in the education system, but actively promotes it.