k:ON - Kölner Online Journal für Lehrer*innenbildung
k:ON, Kölner Online Journal für Lehrer*innenbildung, ist eine halbjährlich erscheinende Fachzeitschrift, die sich allen Aspekten der Lehrer*innenbildung widmet und verschiedenste Akteur*innen aus dem Bereich der Lehrer*innenbildung adressiert, wie Expert*innen aus den (Fach-)Didaktiken und den Bildungswissenschaften, Lehrende aus der Hochschule und Schule, Nachwuchswissenschaftler*innen und Studierende.
Linguistic Risk-Taking in Elementary School: Importance and Design of the Learning Environment
This qualitative study explores the influence of the learning environment on linguistic risk-taking among elementary school students. The study is divided into two phases. The first phase consists of developing practical ideas for the classroom based on a literature review. The second phase contains semi-structured expert interviews with two elementary school English teachers. The findings suggest that a positive classroom environment, feedback, and a positive attitude toward mistakes can support linguistic risk-taking. Furthermore, the proposed practical ideas, the English Experiment Corner and Tootling, may support linguistic risk-taking among young learners. Consequently, the learning environment can contribute to promoting linguistic risk-taking in elementary school.
Copyright (c) 2026 k:ON - Kölner Online Journal für Lehrer*innenbildung https://creativecommons.org/licenses/by-sa/4.0
Linguistic Risk-Taking in Elementary School: Exploring the Children's Perspective through Semi-Structured Interviews
This paper examines the communicative challenges (linguistic risks) that young learners (YL) encounter in daily life and the English as a foreign language (EFL) classroom, where their second language (L2) skills are developed. A literature review identified potential linguistic risks in the English classroom and supportive factors. Semi-structured interviews with five 4th graders were conducted and analyzed using qualitative content analysis to determine students’ perceived linguistic risks in school and everyday life, and what may help them manage these risks. The results suggest that YL associate linguistic risks with English class (speaking, comprehension) and that various factors may support students (peer group, teacher, learning strategies). These factors, as well as the risks themselves, are influenced by the context, including the interlocutors, the situation, and the physical location. Data analysis led to preliminary hypotheses for Linguistic Risk-Taking with YL in early English language teaching.
The Linguistic Risk-Taking Initiative for Academic Short-Term Study Abroad
This article outlines the implementation and evaluation of the Linguistic Risk-Taking (LRT) Initiative (Slavkov & Séror, 2019) for German learners on short-term academic excursions. The initiative encourages students to step outside their linguistic comfort zones by engaging in small, authentic linguistic risks, referred to here as 'challenges'. These challenges are documented in an adapted version of the LRT passport, the Studienreisepass (STRP), which was piloted with A2-level learners from France, Spain, Portugal, and Italy, and refined through an action research cycle. A mixed-methods research design combining questionnaires, STRP records, observations, and interviews was used to examine the influence of the STRP on learners' perceived language proficiency and Willingness to Communicate (WTC). The findings suggest that the STRP may foster both, particularly when embedded in a structured pedagogical framework, and that it is especially effective for learners with higher levels of autonomy and self-regulation.
k:ONkretes – Praxis der Lehrer*innenbildung
Linguistic Risk-Taking for Minoritized Languages
The Linguistic Risk-Taking Initiative is usually employed in contexts of learning majority languages such as English, French, or German (Cajka, 2021; Cajka et al., 2023; Slavkov &Séror, 2019). This paper, however, pursues a different approach and explores the potential and the implementation of linguistic risk-taking for minoritized languages. It draws on the work of the HORIZON EUROPE project "RISE UP – Revitalising Languages and Safeguarding Cultural Diversity" and reflects on important considerations for adapting the initiative for minoritized language contexts. The theoretical basis for these reflections rests on three main pillars, which are language ecology, new speakers, and a dynamic usage-based approach to language learning. The paper also elaborates on the implementation of linguistic risk-taking in the RISE UP project.
k:ONzepte – Lehrer*innenbildung in der Forschung
The Linguistic Risk-Taking Initiative: Conception and Validation of a Digital Tool
The linguistic risk-taking initiative for language teaching and learning was developed at the bilingual English-French University of Ottawa, Canada. The initiative encourages learners of either language to step out of their comfort zone and practice their language skills in authentic everyday contexts. The initiative originally included a passport-styled booklet where learners checked off linguistic risks that they had taken around campus to expand the scope of their language learning and to participate in real-life situations. Subsequently, a digital app was added to offer new features and affordances aimed at increasing engagement, confidence, and competence in the target language. This article showcases the digital app and presents preliminary results from a validation study of the tool. The initiative fits into a new general approach to language teaching and learning, grounded in insights from language socialization, plurilingualism, and positive psychology.
Linguistic Risk-Taking and Multilingual Pedagogies: Encouraging Plurilingualism in Lower Secondary Schools
This school project, carried out regularly within a university education course at master’s level, explores the application of the Linguistic Risk-Taking (LRT) Initiative in promoting plurilingual engagement among younger secondary school students. During these week- long classroom projects, participants engage in a range of self-selected language-related challenges and reflect on their experiences during classroom discussions and in an individual written survey. Results for one such project are described here. Most school students reported developing a more positive attitude toward multilingualism and greater interest in language learning over the course of the short project, and they experimented with diverse linguistic tasks. However, they also experienced challenges with task difficulty and lack of motivation. Recommendations for further classroom projects include extending the duration of the LRT project and integrating regular structured discussions to encourage long-term student participation.
Healthy Linguistic Risk-Taking and Communicative Resilience in Children with DLD: Two Sides of the Same Coin
This article expands on the existing LRT initiative in two ways. First, it focuses on vulnerable language learners with developmental language disorders and the particular challenges they face. Their case shows how linguistic risks can arise in the context of first language acquisition and how healthy linguistic risk-taking can possibly support communicative participation and language development. Second, this article summarizes the extensive resilience research conducted over the past decades and concludes with an initial conceptualization of communicative resilience, thereby attempting to provide new impetus to the LRT initiative.
The Pedagogical Potential of Healthy Linguistic Risk-Taking for Promoting Well-Being
Language learner well-being is increasingly recognized as vital for effective language acquisition. The linguistic risk-taking (LRT) initiative offers promising support in this regard but has not received the same attention as constructs like willingness to communicate (WTC). LRT encourages learners to engage with linguistic challenges by reframing risk as a manageable and meaningful part of language use. Drawing on positive psychology frameworks such as PERMA and EMPATHICS, this article explores the potential of healthy LRT, which supports well-being dimensions like self-efficacy, agency, motivation, and resilience, in particular through emotion regulation and a growth-oriented language mindset. We argue that conceptual overlap within well-being models is a strength, not a limitation, and illustrates LRT’s broad relevance. Based on a literature review, this conceptual article refines the LRT construct and proposes a model for its pedagogical application.
Linguistic Risk-Taking: Exploring the Perspective of Future Language Educators
This article relates linguistic risk-taking (LRT) to the context of future language educators. LRT refers to language learners stepping beyond their comfort zones by using a target language in challenging communicative situations—experiences that can lead to personal growth, enjoyment and a sense of accomplishment. While LRT has been recognized as a valuable element in language learning, its role among teacher trainees remains underexplored. Yet, this group is uniquely positioned to influence LRT in their future classrooms, acting as practitioners and role models for their future students. Raising awareness among teacher candidates about the educational and emotional benefits of LRT is important. Choosing a participatory approach, a survey of 81 university students training to become English teachers was conducted. The results reveal insights into their perceptions and preferences of LRT, particularily for tailoring the Canadian LRT initiative to their needs (Slavkov & Séror, 2019) within their learning context.
„Das ist aktuell die Frage aller Fragen: Liegt es nur an der Mehrsprachigkeit oder ist da doch mehr […]?!“
Aktuelle Diskussionen über das Zusammenspiel von Sprachbildung, Mehrsprachigkeit und Inklusion finden trotz ihrer disziplinübergreifenden Bedeutung größtenteils innerhalb einzelner Fachperspektiven statt. Dies ist besonders erstaunlich, da sich für die damit verbundenen Fachbereiche Deutsch als Zweitsprache (DaZ), der Migrations- und Ungleichheitsforschung sowie der Sonderpädagogik ähnlich gelagerte Herausforderungen ausmachen lassen. Der Beitrag plädiert, basierend auf einem Überblick zum Status Quo im (diagnostischen) Umgang mit Mehrsprachigkeit im Feld der sogenannten Lern- und Entwicklungsstörungen, für eine stärkere disziplinübergreifende Forschung. Dazu wird ein Forschungsprojekt vorgestellt, welches sich dem Desiderat aus einer disziplinübergreifenden Perspektive annimmt. Current discussions about the interplay of language education, multilingualism and inclusion occur predominantly within individual disciplinary perspectives despite their interdisciplinary significance. This is particularly remarkable given that similar challenges can be identified across the related fields of German as a Second Language, educational and social inequality research, and special needs education. The paper advocates, based on an overview of the current state of (diagnostic) handling of multilingualism in the field of so-called learning and developmental disorders, for more interdisciplinary research. To this end, a research project is presented which addresses this desideratum from an interdisciplinary perspective.
k:ONtraste – Lehrer*innenbildung in der Diskussion
Copyright (c) 2025 k:ON - Kölner Online Journal für Lehrer*innenbildung https://creativecommons.org/licenses/by-sa/4.0
Augmented lesson planning as a moment of professionalization for the agency of pre-service English teachers
The new educational standards for English at secondary level introduce a new area of foreign language-specific digital competence.Thus, pre-service teachers should be prepared for the development of lesson planning competences through the use of artificial intelligence and digital platforms as “conversation partners” as early as their first professionalization phase.
Universitäre Lehrer*innenbildung als multiperspektivische und diskriminierungskritische Professionalisierung von Studierenden und Dozierenden
Anti-discriminatory teacher education demands interconnected, reflective professionalization processes of both students and lecturers from multiple perspectives. To strengthen this, a pilot project at the University of X connected seminars of all teaching disciplines to professionalize students and lecturers within and outside their own seminars. The approach was evaluated by all parties involved. The project and initial reflections are presented in this article.
Planspiel „De-/Kategorisierung in Feststellungsverfahren sonderpädagogischen Förderbedarfs“
This paper presents the simulation game ‘De-/Categorisation in the assessment procedure for special educational needs’ as a teaching/learning method for teacher training, including teaching materials and evaluation results. Participants engage in role-specific negotiations regarding the assessment of special educational needs in a simulated case. The simulation's multi-perspective reflection of pedagogical decisions is designed to facilitate professionalisation for inclusion.
Sprachsensible kognitive Aktivierung im (Fach-)Unterricht durch komplexe Aufgaben
Tasks play a pivotal role regarding cognitive activation in language-sensitive subject matter lessons. This article presents a comprehensive discussion of quality criteria for tasks in that context drawn from a multitude of interdisciplinary perspectives. It offers a multidimensional grid for the analysis and design of task formats, which can assist (prospective) teachers in developing language-sensitive cognitively activating tasks – even in the absence of prior knowledge of applied linguistics.
Ausgehend von dem wachsenden Bedarf an für sprachliche Vielfalt qualifizierten Lehrpersonen sowie der zentralen Rolle des Vorbereitungsdienstes für den Professionalisierungsprozess angehender Lehrkräfte führt der Beitrag zunächst politisch-curriculare Rahmenbedingungen und empirische Evidenzen zum Gegenstand Sprachbildung in der Lehrkräftebildung zusammen. Darauf aufbauend werden zentrale Desiderate und Forschungsperspektiven für das Forschungsfeld Vorbereitungsdienst aufgezeigt. Based on the growing demand for teachers qualified in linguistic diversity and the central role of the induction phase for the professionalization process of prospective teachers, the article first combines political-curricular framework conditions and empirical evidence on the subject of language education in teacher education. Subsequently, central desiderata and research perspectives for the induction phase are identified.
Das Fach Gesellschaftslehre aus Akteur*innensicht: Eine qualitative Studie zu Chancen und Herausforderungen der gesellschaftswissenschaftlichen Fächerintegration an Gesamtschulen in NRW
The present article focuses on the subject of GL and the associated opportunities and challenges of integrating social science subjects in comprehensive schools in NRW. Professors and teachers were interviewed for this purpose. The main outcome was the creation of a model, which identified a need for action on various levels. This is deemed necessary to overcome the current status quo and its related challenges and to unlock the potential of the subject.
M.-A. Bogers Theorie der trilemmatischen Inklusion als hochschuldidaktisches Analyse- und Reflexionsinstrument für diskriminierungskritische Ansätze im Rahmen des (Literatur)unterrichts
The paper draws on texts by students to demonstrate various ways in which Mai-Anh Boger's theory of trilemmatic inclusion can be made fruitful for university teacher training. The theory can be used for the subject-independent reflection of inclusion-related contradictions, as well as for the specific context of planning literature classes, including the internal differentiation of tasks and the selection of literary texts for the classroom.
Colorism Awareness im Literaturunterricht der Grundschule
Colorism Awareness is a current challenge for both learners and teachers. This exploratory study conducted in a German primary school shows that critical literacy education must diversify the books teachers choose to read in favor of the visibility of marginalized groups. By engaging with the own-voices-picture book „Sulwe” (2021), the students dealt with the discrimination against people of different appearances, known as colorism, and the devaluation of skin tones considered dark. The study addresses the desideratum of establishing Colorism Awareness as a long-term goal in primary school didactics.
Begabungsförderung für Alle!? Bausteine potenzialorientierten und begabungsförderlichen Biologieunterrichts für heterogene Lerngruppen
In line with a multidimensional and dynamic understanding of giftedness, which assumes that the promotion of giftedness is talent development, teaching must be designed in such a way that all students are enabled to develop their potential and talents. In cooperation between science education and school practice, elements for potential- and talent-oriented biology education have been developed. In this article, the different elements are theoretically located and concrete examples are presented.
Grammatische und kognitive Anregungsprozesse beim Dialogischen Lesen mit inputoptimierten Bilderbüchern
Dialogic reading (DR) promotes literacy, but its influence on L2 learners' grammar acquisition is under-researched. The article explores how special education students use DR with an input-optimised picture book to promote the grammar acquisition of multilingual primary school children before and after training. The analysis also highlights sustained shared thinking processes and the responsive behaviour that the students use to establish high quality input in DR.
Mit dem Erzählen von der Zukunft sind nicht nur Imaginationen technologischer Entwicklungsmöglichkeiten, wie Künstlicher Intelligenz oder transhumanistische Ideen, sondern auch Reflexionen über sozio-ökologische Komplexität, ethische Herausforderungen zukünftiger Entwicklungen und Fragen nach Vorstellungen erstrebenswerter Zukünfte im Modus des Narrativen verbunden. Dies ist vor allem angesichts der Verunsicherung junger Menschen und einer literaturdidaktischen Fokussierung auf dystopische Erzählungen bedeutsam und führt zu der Frage, wie sich Lernsituationen gestalten lassen, die das Imaginieren positiver Entwicklungen in den Mittelpunkt stellen. Der Beitrag stellt das Konzept eines Future Fiction Makerspace vor, das an der Universität zu Köln im Rahmen der teff-Academy (Teacher Education for a Future in Flux) stattfand. Das innovative Format des Future Fiction Makerspace zielt darauf ab, die Zusammenarbeit mit Lehrkräften und Schulen sowie Forschenden im Kontext der größeren teff-Community zur weiteren Entwicklung und eventuellen Integration in spezifische Bildungssysteme verschiedener teff-Institutionen in Europa zu stärken. Neben der Vorstellung des Konzepts, das eine themenbezogene Verknüpfung aller drei Phasen der Lehrkräftebildung intendiert, wird die Kooperation aller Beteiligten in den Vordergrund gestellt. Ziel ist die ko-kreative Entwicklung von Erkenntnissen bezüglich einer transformativen, inklusiven, digitalen und kultursensiblen Forschung, auch im Hinblick auf deren Innovationspotenzial einer zukunftsorientierten Lehrkräftebildung. Narratives about the future are not only concerned with the imagination of technological advancements, such as artificial intelligence or transhumanist ideas, but also with reflecting socio-ecological complexity, ethical challenges of the future, and the question of desirable futures. This is particularly relevant in light of young people’s insecurities as well as the current educational focus on dystopian narratives in literature and leads to the question of how learning situations can be designed that focus on imagining more positive futures. This article presents the concept of a Future Fiction Makerspace, which took place at the University of Cologne as part of the teff Academy (Teacher Education for a Future in Flux). The innovative format of the Future Fiction Makerspace aims to strengthen collaboration with teachers and schools as well as researchers in the context of the wider teff community for the further development of educational tool kits and their eventual integration into specific educational systems within different teff institutions in Europe. In addition to presenting our concept, which links all three phases of teacher training, we emphasise the importance and potential of cooperation of all participants. We aim to outline the co-creative development of our findings relating to transformative, inclusive, digital and culturally sensitive research, also with regard to its innovative potential for future-oriented teacher training.
Mobile Games im Deutschunterricht - literarisches Lernen und mediale Partizipation durch die Reflexion von Pay-to-Win-Spielmechaniken
In German didactics, computer games are already being discussed for use in lessons. The article differentiates the field for the didactic use of casual games/mobile games in German lessons for German computer game didactics. The focus is on free-to-play mobile games (F2P) with pay-to-win computer game mechanics (P2W). These free games are strategically designed with game mechanics so that they should not end and, at certain levels, require real money for faster and/or easier progress. The mechanics thus have a strategic effect on the narrative in order to (economically) bind the players. Using a ludology-oriented structural model, two tried-and-tested integrative didactic teaching concepts are presented using the example of in-game currencies and loot boxes. Loot boxes are a kind of digital grab bag that are controlled by an algorithm to obtain items or similar in-game content. You are paid through in-game currencies. The overall focus of the article is on the integrative connection between integrative-didactic and media-reflective learning in order to holistically perspective the development of media participatory in competency-oriented German lessons.
Mehrsprachige Kinder im Unterricht sichtbar machen
The aim of this article is to present a broad spectrum of didactic objectives and methodological implementation options for incorporating the family languages of primary school children into the classroom in a way that is conducive to learning for all children. The starting point is the didactic functions as a theoretical result of the DFG-funded [anonymized]-study on the beliefs of primary school teachers on dealing with multilingualism. Based on this, concrete teaching ideas are described, including how the respective didactic goals can be achieved and with which methods.
Unter den Zwängen von Prüfungs- und Korrektheitsnorm (Bonnet & Hericks, 2020; Wilken, 2021) sowie einer „textbook-defined practice“ (Akbari, 2008) soll am Beispiel des Fremdsprachenunterrichts der Frage nachgegangen werden, welchen Beitrag die institutionalisierte Lehrer*innenbildung (überhaupt) leisten kann, um transformatorische Bildungsprozesse im Unterricht anzustoßen. Hierfür greife ich grundlegende Überlegungen auch zur Rolle von Language Teacher Identity (Gerlach, 2023) auf und perspektiviere sie entlang der im Basisbeitrag bereits angerissenen Subjektivierungsprozesse nach Butler (2011). Under the constraints of testing and correctness norms (Bonnet & Hericks, 2020; Wilken, 2021) as well as a “textbook-defined practice” (Akbari, 2008), the question of what contribution institutionalized teacher education can make (at all) to initiating transformational educational processes in the classroom will be explored using the example of foreign language teaching. To this end, I will also take up fundamental ideas on the role of language teacher identity (Gerlach, 2023) and put them into perspective along the lines of Butler's (2011) subjectivation processes already outlined in the introductory article of this issue.
Copyright (c) 2024 k:ON - Kölner Online Journal für Lehrer*innenbildung https://creativecommons.org/licenses/by-sa/4.0
Resisting language or language of resistance?
Der Beitrag zeichnet am Beispiel eines Unterrichtsausschnitts die Rolle der Fremdsprache bei der Aushandlung kontroverser Themen im Unterricht nach. Dabei wird gefragt, inwiefern die Fremdsprache einerseits in sich widerständig ist und Aushandlungen erschwert; andererseits aber auch als Schon- und Distanzraum fungiert, in dem womöglich Widerstreit besonders gut geübt werden kann – und was für den Fremdsprachenunterricht daraus folgt. This contribution explores the role of the foreign language in negotiations of controversial topics in the language classroom. Two assumptions are juxtaposed: On the one hand, discussing in an unfamiliar language itself might resist meaningful negotiation in the classroom. On the other hand, the role of the foreign language in the classroom is characterized as a defamiliarized and ‘safer’ space in which resistances might unfold and be challenged.
Der Beitrag untersucht am Beispiel der Analyse des Bilderbuchs Julian is a Mermaid/Julian ist eine Meerjungfrau (2018/2022) von Jessica Love, inwiefern eine intersektional orientierte Untersuchung des Erzählens im Zusammenspiel von Text und Bild eine Reflexion der Darstellung unterschiedlicher Differenzkonstruktionen und ihrer Verstrickungen anzuregen vermag. Daran anschließend stellt der Beitrag zur Diskussion, inwiefern eine vertiefte Auseinandersetzung mit literarischen Texten eine kritische Reflexion des Erzählten im Sinne einer Critical Narrative Literacy initiieren kann. Diese Überlegungen verstehen sich auch als Beitrag zur Dimensionierung einer kulturtheoretisch fundierten Fachdidaktik, die gesellschaftliche Signale und Anzeichen von Veränderung benennen, erkennen und aufgreifen muss und so die Entwicklung einer diversitätssensiblen und machtkritischen Agency seitens der Schüler*innen als Querschnittsaufgabe eines (über-) fachlichen Lernens in den sprachbezogenen Fächern versteht. Using the example of the analysis of the picture book Julian is a Mermaid/Julian ist eine Meerjungfrau (2018/2022) by Jessica Love, the article examines the extent to which an intersectionally oriented examination of the narrative in the interplay of text and image can stimulate reflection on the representation of different constructions of difference and their entanglements. The article then discusses the extent to which an in-depth examination of literary texts can initiate a critical reflection of the narrative in the sense of critical narrative literacy. These considerations are also to be understood as a contribution to the dimensioning of literature and cultural didactics based on cultural theory, which must identify, recognize and address social signals and signs of change and thus understand the development of a diversity-sensitive and power-critical agency on the part of the students as a cross-sectional task of (inter)subject learning in language-related subjects.
Widerstand und Agonalitätsaushandlung im inklusiven Fremdsprachenunterricht
Das Aushalten und gemeinschaftliche Aushandeln von Widerstandserfahrungen, insbesondere in inter- und transkulturellen Kontexten, ist zentral für eine inklusive Literaturdidaktik. Anstatt Literatur traditionell zu interpretieren, schlägt der vorliegende Beitrag vor, den gemeinsamen Umgang mit Widerstand im Sinne eines im Verlauf vorgestellten Konzepts der Agonalitätsaushandlung zu nutzen, um Schüler*innen einen produktiven Zugang zu kulturellen und künstlerischen Erfahrungen zu ermöglichen und damit zum demokratischen Lernen beizutragen. In einem dreischrittigen Vorgehen bestehend aus Elementarisierung, Rekategorisierung und Modellierung, wird eine literaturdidaktische Perspektive auf Agonalität und inklusiven Fremdsprachenunterricht entwickelt. Enduring and communicatively negotiating experiences of conflict and resistance, are central to an inclusive literature pedagogy, particularly in intercultural and transcultural contexts. The article proposes that, instead of interpreting literature in a traditional sense, literary education ought to focus on reading experiences of resistance through an agonistic lens in order to provide students with meaningful cultural and artistic experiences and to contribute to democratic learning. Through a three-step approach consisting of elementarization, recategorization, and modeling, this article combines literary studies and theories of agonism with principles of inclusive foreign language teaching to emphasize that the goal of teaching literature should not be the 'successful' interpretation of literature but should lie, instead, on the recognition and cooperative negotiation of resistance.
Editorial des k:ON-Sonderhefts "Agonalität als didaktische Herausforderung und Chance".
Der vorliegende Beitrag nimmt die Diagnose zunehmender gesellschaftlicher Polarisierung zum Anlass, über die Herausforderung und Möglichkeiten einer ‚agonalen Didaktik‘ nachzudenken, die Bildungs- und Subjektivierungsprozesse im Sinne des transformatorischen Lernens beschreiben, verstehen und anregen will. Dazu werden bildungs- und erziehungswissenschaftliche Positionen und fachdidaktische Implikationen exemplarisch vorgestellt und zusammengeführt. Taking diagnoses of increasing societal polarisation as its starting point, this article charts chal-lenges and potentials of a form of agonistic education that describes, understands and models processes of (trans-)formation based on pedagogical, philosophical and educational theories.
Teacher education is multi-layered and complex. Its overarching goal is to support teachers in continuously developing their professional skills and combining subject-specific and pedagogical knowledge components. Another central task of teacher education is to identify and address the constantly evolving challenges in the social and, consequently, school context. k:ON journal's 8th edition is dedicated to these current challenges in an interdisciplinary manner and is therefore once again focusing on issues relating to inclusion, digitalization, and language/linguistics in teacher education. These topics can be examined from a theoretical and conceptual perspective, in the form of good practice examples, empirical research reports, concepts and discussions, both from an individual as well as an interdisciplinary and transdisciplinary perspective.