Teachers as Team Players and Lifelong Learners – Using Differences as - Door Openers for Growth and Inclusive Education
Meike Kricke elaborates on questions of inclusion in education. Drawing on her extensive empirical research on German and Finnish education, Kricke argues that we need concrete and detailed international comparisons to advance existing educational institutions and render them more democratic and inclusive. Using research findings about the work in (multi-professional) teams and the continuous professional development of teachers as preconditions for inclusive learning environments in Germany and Finland, she especially shows how deep the contrast sometimes reaches. She draws some connections between her research and Dewey's approach to illustrate to what extent sustainable differences can be used to promote democratic and inclusive education.