Transnational Teacher Education for Inclusive Education: German Preservice Teachers’ Perspectives

• In Event: Transnational Perspectives: International Teachers Advancing Bilingualism & Inclusive Education Amid Teacher Shortages

Abstract

Objectives
Educators benefit from transnational experiences to enhance their preparedness for students from different cultural and linguistic backgrounds (Beaton, 2021; Müller, 2024). The purpose of this study is to examine the impact of a collaborative transnational teacher education program on German preservice teachers’ inclusive competency development. The research question focuses on how participants develop their core values for inclusive competency through boundary crossing experiences (Akkerman & Bakker, 2011).

Theoretical Framework
The European Agency for Development in Special Needs Education (2022) developed the profile for inclusive teacher professional learning. The profile includes four core values: a) valuing learner diversity, b) supporting all learners, c) working with others, and d) personal and collaborative professional development. These core values were manifested through teacher beliefs, knowledge and skills that could be positively influenced through transnational experiences such as Collaborative Online International Learning (COIL) and in-person international exchanges (e.g., Deutscher Akademischer Austauschdienst [DAAD], 2023; Kercher & Schifferings, 2019). We studied participants’ development of these core values through the lens of boundary crossing (Akkerman & Bakker, 2011).

Methodology
Qualitative data included observations and reflections from 10 German preservice teachers. Through both the COIL and in-person international experiences, participants identified key incidents and shared their values for teaching. Critical incident technique was employed through a narrative inquiry approach in this study (Clandinin & Connelly, 2000; Flanagan, 1953; Tripp, 1993). We defined critical incidents as issues or observations identified by participants and relevant to any of the four core values. Focusing on the learning mechanisms for boundary crossing (Akkerman & Bakker, 2011), we created re-storying of critical incidents to highlight shared transnational learning experiences that promoted participants’ inclusive competency development.

Findings
The critical incidents revealed participants’ development in beliefs, knowledge, and skills along the four core values through boundary crossing learning mechanisms. These incidents also illustrated the professional dilemmas and complexity in inclusive practices. One critical incident occurred at a local community enrichment center for recently arrived refugee and immigrant families, where participants engaged with children from diverse cultural and economic backgrounds. While participants were German-English bilingual, they were not familiar with the home languages of these children. Applying their beliefs and knowledge regarding supporting all learners, participants reported their use of verbal and non-verbal communication strategies to connect with the children and engage with them through low-threshold sports activities. Acknowledging the positive learning environment, participants raised concerns about isolation for the children and families because the community was “far from the city” and there was “no contact with families native to US”. They further reflected on the importance of being responsive to learners’ integrated transitional experiences and their social and emotional needs beyond formal schooling based on their observations and interactions.

Scholarly Significance
Transnational experiences offer valuable, albeit complex, opportunities to foster teacher competencies for inclusive education. Critical incidents identified by German preservice teachers further exemplified the core values for inclusive education. The findings also provided insights for teacher educators to co-design experiential and reflexive boundary crossing learning opportunities in transnational teacher education.

Authors

• Wiebke J. Langer, University of Hamburg

• Doris A. Kroiss, University of North Carolina - Greensboro

• Ye He, University of North Carolina - Greensboro