Refugee pupils often attend inclusive classes, as many of them cannot be taught in mainstream classes due to their traumatic experiences (Rohr, 2020). There they meet adolescents who themselves have cognitive, physical and/or socio-emotional problems and who live in precarious family situations, too. First-year students who complete their school practice in inclusive classes encounter a reality that is often alien to them, irritating, and frightening. They need support to be well equipped to meet the pedagogical, didactic, social, and emotional challenges. The practical module, which was developed and evaluated in the "proinrepra" project works at the “basic tool” - the person of the student. Everyone is born into an environment with different political, economic, cultural, and social (relationship) possibilities. Growing up, everyone has developed personal likes and dislikes, conscious (and unconscious) strategies for coping with conflicts and stress, values, ideas about themselves and others. And everyone is always striving to create, stabilize and optimize the highest possible subjective level of well-being and to avoid, prevent and minimize discomfort (Fonagy et al., 2002). These theories of depth psychology also apply to teachers, pupils, and the organization of relationships in inclusive classrooms. In the seminar, the eight modules (summarized here in three topics) lead propaedeutically to a reflective and transfer-oriented supervision of the internship. (1) I, as a prospective teacher, and my biographical history: Thematic tasks (experiences, action strategies, wishes etc.) are worked on and theory-based discussed. (2) Focus on the individual pupil/student: We ask: " Why did pupils behave as they did in this situation? How they might have experienced themselves?” The aim is to come closer to understanding the student's subjectivity, motives, and resources. Through reflective dialogues the experiences of the placement are transformed into experiences that are available for later pedagogical situations. Teachers must realize that 'absolute' knowledge about a student can never be generated in any case discussions; one must be content with well-founded assumptions about a student's feelings and behavior and learn to endure and cope with the uncertainty that can be reduced but not eliminated. This applies to (3) Focusing on oneself as a teacher and teacher-student interactions in the classroom: Workdiscussion-Protocols are written and discussed. Conscious and unconscious elements that help to shape the course of the interaction are to be uncovered and their significance recognized.

Fonagy, P. Gergely, G., Jurist, E., Target, M. (2002). Affektregulierung, Mentalisierung und die Entwicklung des Selbst. Klett–Cotta. Rohr, E. (2020). Flucht als Trennungserfahrung und der pädagogische Umgang mit unbegleiteten minderjährigen Geflüchteten. In D. Zimmermann, M. Wininger, & U. Finger-Trescher (Eds.) (2020). Migration, Flucht und Wandel. Jahrbuch für Psychoanalytische Pädagogik 27 (p. 107–122). Psychosozial.