toolbox world wide web


Name of the tool

Diagnostic tools for the development of intercultural competences

Links to the keystones
Attitudes, knowledge; skills

Aim of tool/ Brief overall description

    Getting knowledge of diagnostic tools, expanding  the focus on intercultural competences: Face-to- face interview, pedagogical questionnaire; Appraisal of Potential for Teaching (APT)

Main methods

    Single work, work in pairs, group work



Description of the process and the possible stepping stones
At the start of their internship at the seminar Offenburg  the teacher trainees go through two different kinds of  interviews (face-to-face interview, pedagogical entrance interview) which are carried out by teacher trainers. They can also apply voluntarily for the diagnostic tool  “Appraisal of potential for teaching” – see File card 1.  The face-to-face interview covers different  fields of questioning like the previous experiences of the trainee and his/her educational career background, expectations and goals in relation to becoming a teacher, contact  with children and young people from migrant families, own strengths and fields of development.

2. The pedagogical entrance interview is not focused on personal competences and experiences, but based on knowledge, acquired skills, abilities, competence and experience in school. After the evaluation of the pedagogical questionnaire the teacher trainer can offer instruction based on the needs of the trainees, but he can also  use the existing competences and the know-how from the trainees. However the teacher trainee is still responsible for their individual learning in his/her training setting. 

3. The Appraisal of Potential for Teaching (APT) is a one day conference, based on principles of assessment centers, but not used for selective reasons. In about six hours the teacher trainees are going through four exercises and one structured interview. During these exercises they are monitored in a one-to-one relation by one monitor. The basis for monitoring are seven basic competences (network thinking and interacting, specific behaviour of teachers at secondary schools, performance of teachers at secondary schools, communicating and cooperating in peer groups, gender mainstreaming at schools, initiating and approving the processes of learning, intercultural cohabitation). The structured interview is directly documented by the teacher trainer and is handed afterwards to trainee. It’s in the responsibility of the teacher trainee to use it as basis for his further individual development. It can be added to the application portfolio at the end of the internship. Shortly after the day practice  trainee gets an  individual feedback by the assigned monitor. The fields of development mentioned in the feedback talk can be used as another background of individualization of training units.

Stepping stones:
It’s the responsibility of the teacher trainee how he or she uses the feedback.   
The curriculum of pedagogy and the subjects must be used flexible according to the needs of the trainees. 
The operation of the process “Appraisal of potential for teaching”  requires a high amount of resources (time, staff, and rooms).






Eva Woelki
Mira Koch
Bernd Schüssele
Rose Bauer
Irene Litterst-Lehmann



Staatliches Seminar für Didaktik und Lehrerbildung (GHS) Offenburg, Germany