The school classroom as a site of intercultural encounter offers rich opportunities of experience for trainee teachers. But the classroom also presents real societal challenges to which teachers must respond appropriately. For this purpose they need to have at their disposal intercultural competence. But this does not result automatically from intercultural experiences. The project “Migration and Intercultural Competence as Pedagogical and Subject-Methodological Responsibilities” was conducted with the support of the Baden-Württemberg-STIPENDIUM for University Students – BWS plus, a programme of the Baden-Württemberg Stiftung. At the meeting point between theory and practice, students gain intercultural competence through theory-based support during their semester-long school teaching practice. The theoretical background, educational scenarios and research outcomes presented in this volume should be of interest to academics, teacher trainers and students alike.
