Diversity, inclusion and the question of mathematics teacher education – How do student teachers reflect a potential-related view?

International audienceDiversity raises different questions such as how an adequate education of student teachers can be organized in this context. Against the background of a potential-related view, this paper outlines an exemplary concept of an interdisciplinary seminar and an evaluation study about possible impacts reflected by student teachers as barriers in inclusive mathematics teaching. Qualitative data were generated by learning maps in a pre-post-design and analyzed by a reconstructive pedagogic-iconological interpretation. The results indicate that the foundation of the seminar leads to a more complex reflection of student teachers’ individual educational paths