Civic and intercultural competencies of pre-service teachers in a longitudinal perspective

Changes in the ethnic-cultural composition of the student population create new societal challenges for secondary school teachers. They are expected to be equipped with relevant knowledge, skills, attitudes and values in order to effectively deal with diverse classrooms. Although many researchers stress in this respect the importance of teacher education, there is little empirical evidence regarding the development of civic and intercultural competences (CICs) of future teachers. This project aims to investigate if, why and how the CICs of student teachers develop during teacher education programs and early careers. We will investigate the level of teacher students’ initial CICs at the inflow (1), the factors that positively relate to the development of CICs during different teacher education programs (2) and the durability of this development during the study and in early careers (3). A longitudinal panel study will be conducted and the Experience Sampling Method (ESM) will be used to answer these research questions.