Coherence understood as a meaningful linking of structures, contents and phases of teacher education (Hellmann, 2019, p. 9), represents one of the central structural principles in the project "Inclusion Didactic Teaching Modules" (!DL). The project is funded by the Federal Ministry of Education and Research of Germany (BMBF). In the project, school inclusion is not understood as the task of a single discipline and the associated profession but as an interdisciplinary and multi-professional collaborative task. In line with this approach, the project is characterized by multi-professional cooperation (teachers, academics, and school) and interdisciplinary cooperation (special needs education, subject didactics, primary school education). The result is a learning platform for teacher training that provides films, audio and related teaching and learning materials on questions of school inclusion for all phases of teacher training. In the context of the presentation, four concrete examples (general project structure, cooperative teaching events and their further utilization, cross-sectional topics, and use of the learning platform in the form of workshops) illustrate how coherence as a structural principle shapes the project. A justified location in the Model of Coherence in Teacher Education (Hellmann, 2019) is presented for each example. The workshop on a case of a pupil with Asperger's autism, aims, on the one hand, to negotiate special needs education, democratic education and subject didactic issues (horizontally and vertically coherent in terms of content) and, on the other hand, to deal with one's own and group-specific values, which decisively shape pedagogical action as (prospective) teachers (effect of the professionalization process). A particular focus is placed on the value formation of teachers. But not only with regard to the development of one´s own values, but also of shared values as a team at a school or learning group in the first and second phase of teacher training. In the sense of organizational education this makes a significant contribution to the processual and cultural constitution of the teaching staff/learning group. The workshop is used in all phases of teacher education (vertically structurally coherent) and is carried out by a multi-professional team (horizontally personnel coherent). The training in reflective competence is shown based on participant observation and qualitative interviews with workshop participants. The presentation concludes with a summary of central experiences that were gathered during the project concerning challenges and success factors of a coherent, value-based, inclusion-oriented teacher education.

Hellmann, K. (2019): Kohärenz in der Lehrerbildung – Theoretische Konzeptualisierung. In: K. Hellmann, J. Kreutz, M. Schwichow, and K. Zaki (Eds.). Kohärenz in der Lehrerbildung. Wiesbaden: 9-30.