Widening perspectives of inclusive education in schools from predominately focusing on students with disability or special needs to broader notions of diversity (Claiborne & Balakrishnan, 2020), is connected to an increasing interleave between discourses on inclusion and diversity (Resch et al., 2021, 11). With regard to teacher education for inclusion, Florian and Camedda (2020, 6.) emphasize the “need to develop programmes that enable class teachers to deliver high quality inclusive education in diverse classrooms”. However, referring to a general and special education dual-degree teacher education programme, Pugach and Blanton (2012, 254) indicate that despite its goal of preparing teachers for “the full range of diversity in their student populations”, diversity was “defined more frequently as disability” (ibid., 262). Taking into account multiple, intersecting “difference categories” (Plösser & Mecheril, 2012, 797), Pugach et al. (2021, 237) emphasize the need to “complicate disability” by strengthening intersectional perspectives.

Questions of diversity also arise with regard to (future) teachers: Recently, diversity or rather the “lack of diversity within the teaching profession” (Heinz et al., 2022, 229) received more attention (e.g. on European level: Donlevy et al., 2016). Keane et al. (2022, 5) refer to the “international phenomenon” of “teaching bodies predominantly drawn from majority-group socio-demographic backgrounds”. They emphasize that “representation matters” without considering “the diversification of teaching profession as a social justice panacea” (Keane et al., 2022, 7.). Previous research on experiences of “teachers from under-represented groups” problematized “the essentialisation of minority and ‘working class’ teachers and their high levels of stress and over-burdening” (ibid.). Heinz (2015) emphasizes broadening perspectives to challenge “highly normative debates often surrounding (student) teacher’s job motivations” and to stop treating teacher education students “as one homogenous group”. This implies not only to include different “’dimensions’ of diversity” (Keane et al., 2022, 13) in research, but also questioning essentialist, often binary notions of difference: For instance, Rosen and Jacob (2021) problematize the reference to “migration background” in research on minority teachers. As pairing of ‘inclusion’ and ‘diversity’ often remains vague, Shure (2017,  649) calls for perspectives on diversity which engage with complexities, ambiguities and multiple belonging. Diversity as an analytical perspective (Sievers et al., 2013) sheds light on (re)production of “structures of power and inequality” (Ploesser & Mecheril, 2012, 799). This implies critical reflection on “perils of reification” (Kertzer, 2017) in research.

Biographical research approaches empirically analyze educational stories, understandings of belonging and positions in a contextualized way, which emphasizes complexity and ambiguity (Dausien, 2009). We present results from the ongoing project „Pathways to Teaching – (Educational) Biographies of Teacher Education Students”. Based on a reconstructive biographical research approach (Rosenthal, 2018), teacher education students’ life-historical constructions form a starting point for the overall aim to gain a deeper understanding of diversity in teaching and teacher education. The main research question is: What are the specific pathways and experiences as well as orientations of teacher education students? In this context, we are interested in the specific relevance of intersecting ‘dimensions’ of diversity and questions of (multiple) belongings as well as experiences of exclusion. Our biographical study focuses on teacher education students in the German context. Referring to Neary’s (2022) work on LGBTQI+ teachers in Ireland, Mc Daid et al. (2022, 216) point out that this reflects “a very particular social and legislative context”, while raising more general questions. By thus, taking a closer look at teacher students’ biographies in one national context, contributes to ongoing discussions on diversity and diversification concerning the (future) teaching workforce at both European and international level.

In the project “Pathways to Teaching” various strategies were applied to reach out to a broader range of possible interviewees. We deliberately made no reference to diversity or certain ‘dimensions’ of diversity. Nevertheless, (potential) interviewees might connect the study to this area of interest based on our previous research and teaching in this field. Four special education Master’s students participated in data collection and analysis within a research-oriented study project or their Master’s thesis. Their participation contributed to broadening the sample. Heinz’ (2015) critique of constructing student teachers as a homogenous group in research calls for including different sub-groups related to different teacher education programmes as well as stages in the initial teacher education. While some federal states or universities have more integrated teacher education programmes, overall teacher education programmes or “types of teaching careers” (KMK, 2019, 196) reflect the structure of the selective school system in Germany. Initial teacher education consists of a Bachelor’s and Master’s phase. The interviewees in our sample studied different teacher education programmes in general education (for primary education or upper secondary education), special education or vocational education. Both Bachelor’s and Master’s students were interviewed. Interviews were based on principles of the biographical-narrative interview which aims to provide space for interviewees to freely talk about their own experiences. Especially in the initial phase of the interview, the interviewer focuses on maintaining the “flow” of the interviewee’s narration without “substantial interventions” (Rosenthal, 2018, 133ff). With our initial narrative question, we encouraged teacher education students to talk about their life story.  Based on a “global analysis” (Rosenthal, 2015, 82), we choose six interviews for closer analysis. This analysis is guided by principles of biographical case reconstruction which draws attention to “biographical meaning of the past experiences” and to “the meaning of the self-presentation in the present” (Rosenthal, 2018,. 167). As biographical approaches consider the interrelatedness of individuals and society, analyzing teacher education students’ narrations is linked to understanding the relevant “discourses” (Rosenthal, 2018, 165). In the context of risks of reification (Kerzter, 2017) and essentialization in studies on diversity, a reflective research approach is emphasized (Bührmann, 2020). As Wojciechowicz (2017, 137) points out ‘isolated’ forms of reflection, e.g. on sampling, do not suffice to reflect on the complex situatedness of research. In this regard, collective formats of reflecting both within our research team and with other colleagues is essential for supporting this reflective approach.

Mc Daid et al. (2022, 211) note “significant absences in teacher diversity research to date”. They call for expanding views on schools as not only “sites of learning”, but also as sites of work and “cultural (re) production, in which teachers who perform their identities in a countercultural manner, must navigate and negotiate heteronormative, racist, classist, ablest, and other discourses and practices” (ibid., 217f). Focusing on teacher education students’ biographies, we explore the relevance of different, intersecting ‘dimensions’ of diversity, complexities of (multiple) belonging as well as exclusion by reconstructing meanings of past experiences and present self-presentation. In teacher education for inclusion, broader notions of diversity stand in contrast to distinct teacher education programmes and their emphasis on “different kinds of learners” (Florian & Camedda, 2020, 5). This is pertinent with regard to the selective school structure in Germany. While underlining previous results on the relevance of positive school experiences for choosing a teaching career (Heinz, 2015), our biographical study also draws attention to negative school experiences: For instance, teacher educations students refer to depreciation by teachers who ascribed them a lack of ability in school subjects or the German language as well as to not fitting in with the ‘rich kids’. Presenting e.g. as a ‘role model’ for upward mobility, reflects constantly ‘working for proof’ (Wojciechowicz, 2017, 399). While this is situated in specific understandings of difference in local school contexts (Claiborne & Balakrishnan, 2020, 1), it emphasizes going beyond simplistic notions of role modeling and diversity in teaching in European and international discourses (Heinz et al., 2022, 233). With regard to developing teacher education for inclusion, our results raise questions on “case studies about educators from diverse backgrounds” (Heinz et al, 2022, 233) and biographical work in initial teacher education (Junge & Siegert, 2021).

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