Project SAMMS on intercultural competences of (pre-service) teachers

The newly launched project “Skills and attitudes of (pre-service) teachers in a modern migration society“ (SAMMS) by the Stang-Rabrig Working Group investigates which factors shape motivation and self-efficacy among teacher education students and teachers for dealing with heterogeneous learning groups and culturally responsive teaching. Against the backdrop of increasingly ethnically and culturally diverse school classes, culturally responsive teaching is a key indicator of a positive approach to this diversity, with its implementation in everyday school life largely shaped by the self-efficacy and motivation of (pre-service) teachers. Intercultural competences of teacher education students and teachers — knowledge, values, attitudes, skills, and actions related to cultural diversity — are important levers that can positively influence motivational aspects of dealing with heterogeneity. The project SAMMS therefore examines the complex interrelations of these factors in order to identify which factors can foster a positive approach to heterogeneity in schools.

Further information: Project website