By Gerit Jaritz (auth.), Thomas Goetz, Gerit Jaritz, Fritz Oser (eds.)
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In addition, five written final reports of incoming students from Europe (1 German woman, 3 Luxembourgian women who study in Belgium and 1 Finnish man) were analytically evaluated. These reports comply with the structure which is dictated by the ERASMUS programme. The statements of the students are compared with regard to gains and pains, the four learning domains presented above and explanatory research findings. From this, developmental needs of universities of teacher education shall be derived (see Section 6).
COHEP5 (2007a, 2007b) passed a basic report and recommendations for the attention of the universities of teacher education. Recommendation 5 6 encourages them to open teacher education nationally as well as internationally, and to overcome their monocultural and monolingual stance. The process initiated by COHEP is still going on. The fundamental guidelines (see COHEP, 2007a, 2007b; Sieber & Bischoff, 2007) and national conferences offer guidance in regard to the development of still “insufficient teacher education, especially in-service training” (Allemann-Ghionda, 2008, p.
4) – clear criteria for the requirements regarding the completion of modules and assessment. 3 Enhancing Meaning Understanding and critical questioning make up the foundation for sustainable intercultural learning processes. In addition to that, sense and subjective meaning are essential to successful learning processes as well. g. relating newly acquired knowledge and skills to exemplary cases stemming from the native country, recounting stories associated with the things learnt in groups, answering questions from the angle of the native culture and discussing them with other students).