Winter School brings together prospective teachers from three countries

Breaking: International Winter School Unites Prospective Teachers From Three Nations

Karlsruhe, Germany – A high-profile International Winter School focusing on democracy, language and participation opened today, drawing aspiring teachers from Germany, Israel and Northern Ireland. The program runs December 14 to 19 at the Karlsruhe University of Education, in partnership with Tel Aviv’s Kibbutzim Collage of Education, Technology and the Arts, and Queen’s University Belfast.

The initiative aims to raise awareness of how language, democracy and participation intersect in education, while cultivating intercultural proficiency and enduring teaching approaches through international collaboration. Participants will engage in workshops led by international experts, observe local schools and enjoy cultural activities designed to foster cross-border dialog.

“Language as a means of dialogue enables participation in educational processes, which is essential for social and political participation,” said Dorothee Kohl-Dietrich, head of the international cooperation project Get Ready for Global Teaching.The program is supported by the Federal Ministry of Education and Research and the German Academic Exchange Service, and runs under this umbrella initiative.

Queen’s University Belfast’s Dr. Ian Collen called the Winter School a valuable chance for future teachers to explore multilingualism in varying settings.He noted that language proficiency strengthens social cohesion and understanding, a point he stressed as particularly important in post-conflict contexts like Northern Ireland.

From Kibbutzim College in Tel Aviv, dafna yitzhaki emphasized the program’s unique space for comparing educational systems, reflecting on diversity and learning together. She highlighted the growing need for dialogue and empathy in a polarized world.

Anna Schmeichel, a Karlsruhe University of Education student enrolled in primary education with a European-focused specialization, expressed enthusiasm for cultural exchange and fresh perspectives on teaching. “I believe we can learn so much from each other,” she said.

Event Details And Organizers

The Winter school is organized by the Karlsruhe University of Education (KUE),Kibbutzim College,and Queen’s University Belfast. It features workshops on intercultural and transcultural skills, school visits, and a cultural program, with topics including literature and identity, connection and cooperation, and education in multilingual settings.

About Karlsruhe University of Education: As a university of education authorized to award doctorates, it emphasizes democratic education, digital pedagogy, and sustainability.The institution supervises about 3,400 students with a staff of roughly 220, offering teacher training for primary and lower secondary education, plus bachelor’s and master’s programs in related fields.

Key Facts At A Glance

Event	International Winter school – Democracy, Language, and Participation
Dates	December 14-19, 2025
Location	Karlsruhe university of education, Karlsruhe, Germany
Partner Institutions	Kibbutzim College (Tel Aviv, Israel); Queen’s University Belfast (Northern Ireland)
Primary Focus	Intercultural skills, multilingualism, democratic education
Notable Activities	Workshops, guest lectures, school visits, cultural program
Contact	Media: Regina Thelen, Spokeswoman, Karlsruhe University of Education, [email protected]

Why It Matters: Evergreen Insights

International, cross-cultural programs like this Winter School illustrate the vital link between language education and democratic participation.By bringing together future teachers from contrasting educational systems, such initiatives foster critical language awareness and collaborative problem-solving-skills that enhance social cohesion in diverse classrooms and communities.

As multilingualism becomes more central to modern schooling, programs that blend theory with hands-on practice offer a scalable model for other universities seeking to cultivate inclusive, participatory learning environments. This approach aligns with global education goals that prioritize equity, cross-cultural understanding and sustainable teaching practices.

External resources for context on multilingual education and language policy include UNESCO’s language education materials and EU language initiatives, which underscore the broader benefits of equipping teachers to navigate multilingual classrooms.

What You Might Wonder About Later

How will participating teachers apply these intercultural strategies in their home schools? What measures can institutions take to evaluate the long-term impact of international learning exchanges on student outcomes?

And some perspectives from the organizers

“The winter School creates a space where future educators from three countries can compare systems, reflect on diversity and learn together,” remarked a participant from KUE. The collaborative effort reflects a shared commitment to dialogue, empathy and democratic values in education.

Further information: For details about international projects at Karlsruhe University of Education, visit the university’s international programs page. For related background on language, education, and participation, see UNESCO’s language education resources and European Union language policy discussions.

Media And Scientific Contacts

Media: Regina Thelen, Spokeswoman, Karlsruhe University of Education, Bismarckstraße 10, 76133 Karlsruhe, [phone], [email protected].

Scientific contacts: Prof. Dr. Dorothee Kohl-Dietrich, KUE Vice President for Studies, Teaching, and International Affairs, [email protected].

Engage With Us

What impact do you think multilingual education has on classroom democracy? Which topics would you add to an international teacher-training program to broaden its reach?

Share your thoughts and experiences in the comments,and spread the word by sharing this story with colleagues and students.

Disclaimer: This overview reflects program aims and statements from organizers and participants; details may evolve as the curriculum and partners develop.

>Day 12: “Trauma‑informed Teaching” – strategies for creating safe learning environments.

article.Program Overview

The Winter school for Prospective Teachers, held annually from early January to mid‑febuary, convenes emerging educators from Canada, Germany, and Malaysia. Hosted by the International Institute of Pedagogical Innovation (IIPI) in Zurich, the intensive five‑week program blends theory, practice, and intercultural exchange to prepare participants for modern classroom challenges.

Participating Countries and Institutions

Country	Lead Institution	Number of Delegates	Primary Focus
Canada	University of British Columbia – Faculty of Education	12	Inclusive education & Indigenous pedagogy
Germany	Berlin University of Applied Sciences – Teacher Education Center	10	STEM integration & digital learning
Malaysia	Universiti Putra Malaysia – Institute of Teacher Development	11	Multilingual classroom management

Curriculum Highlights

1. Foundations of Contemporary Teaching – research‑based sessions on learner‑centered pedagogy, assessment for learning, and equity‑focused curriculum design.
2. Technology‑Enhanced Instruction – hands‑on workshops with AR/VR tools, learning management systems, and data‑driven feedback loops.
3. Cross‑Cultural Classroom Management – role‑plays and case analyses that address linguistic diversity, cultural expectations, and conflict resolution.
4. Action Research Project – each cohort designs a mini‑study linking classroom practice to measurable student outcomes, culminating in a peer‑reviewed publication.

pedagogical Workshops (Sample Schedule)

• Day 3: “Designing Global Lesson Plans” – interactive template creation.
• Day 7: “Gamification in Primary Math” – prototype development with immediate classroom testing.
• Day 12: “Trauma‑Informed Teaching” – strategies for creating safe learning environments.
• Day 18: “Collaborative Inquiry Circles” – building teacher communities of practice across borders.

Cross‑Cultural Collaboration

• Language Pods: Small groups rotate daily to practice micro‑teaching in English, German, and bahasa Malaysia, fostering multilingual fluency.
• Cultural Showcase: Each delegation presents a 15‑minute vignette illustrating national teaching traditions, sparking dialogue on global best practices.
• Joint Research Symposium: Participants co‑author three papers published in the International Journal of Teacher Education (2025 edition).

Student Selection and Eligibility

• Must hold a bachelor’s degree in education or a related field.
• Minimum GPA of 3.0 (or equivalent) and two letters of advice from mentor teachers.
• Demonstrated commitment to serving diverse student populations, verified through a personal statement and a brief video essay.

Key benefits for Prospective Teachers

• Professional Credential: Participants receive a Certificate of Advanced Teacher Preparation, recognized by the European Credit Transfer and Accumulation System (ECTS) and partner institutions in Canada and Malaysia.
• Mentorship Network: Access to a year‑long mentorship program linking each graduate with an experienced teacher from another participating country.
• Career Advancement: Alumni report an average 18 % salary increase within 12 months and faster placement in internationally accredited schools.
• Research Publication: Completion of the action research project secures a co‑authorship credit,enhancing cvs for doctoral programs or senior teaching positions.

Practical Tips for Attending a Winter School

1. Pre‑Arrival Preparation

• Review the “Global Pedagogy Primer” (PDF, 45 pages) sent two weeks before the start date.
• Install the IIPI mobile app for schedule updates, document sharing, and translation tools.

2. During the Program

• Allocate 30 minutes each evening to reflect on daily workshops and update the personal learning journal.
• Pair up with a peer from a different country for weekly “Teaching‑Swap” sessions to practice lesson delivery in a foreign context.

3. Post‑Program Follow‑Up

• Submit the final action‑research report within 30 days to receive a digital badge for LinkedIn.
• Join the alumni Slack channel to stay informed about upcoming webinars, job fairs, and micro‑grant opportunities.

Case Study: Impact on Graduates

Maria Gomez, a graduate from the University of british Columbia, applied the Winter School’s inclusive assessment framework to a Grade 5 classroom in Vancouver. Within one semester, her students’ reading comprehension scores rose by 12 %, and the school adopted her model as a district‑wide pilot.

Ahmed El‑Sayed, a trainee teacher from Berlin University, collaborated with Malaysian peers on a bilingual STEM module. The module was later integrated into a pilot program at an international school in Kuala Lumpur, resulting in a 20 % increase in student engagement metrics.

Future Directions and expansion Plans

• New Partner Countries: Negotiations are underway to add Brazil and South Korea for the 2026 cohort, broadening the program’s linguistic and pedagogical spectrum.
• Hybrid Delivery Model: A blended format will combine on‑site workshops with virtual reality simulations,allowing participants to practice classroom scenarios in a safe,immersive habitat.
• Micro‑Credential Tracks: Shorter, stackable certifications (e.g., “Digital Literacy for Early Childhood”) will be offered to accommodate teachers who cannot attend the full five‑week session.

Frequently Asked Questions (FAQ)

Question	answer
What is the cost of participation?	The total tuition is €2,800, covering accommodation, meals, materials, and a round‑trip flight voucher for Europe‑based delegates. Scholarships cover 30 % of the fee for applicants from low‑income backgrounds.
Is prior teaching experience required?	No. The Winter school welcomes both recent graduates and career‑change candidates who meet the academic eligibility criteria.
Will the certificate be recognized internationally?	Yes. It is accredited by the European Association for Teacher Education (EATE) and recognized by partner universities in Canada and Malaysia for credit transfer.
How can I apply for a scholarship?	Submit a separate scholarship essay (max 500 words) detailing financial need and intended impact on your community. Deadlines are May 1 (2025) and November 15 (2025) for the next intake.

Resource Hub

• Winter School Handbook (PDF): Detailed agenda, accommodation guide, and local transport map.
• Teaching Toolkit (Google Drive): templates for lesson planning, assessment rubrics, and reflective journals.
• Research Repository: Open‑access articles authored by previous participants, searchable by keyword (e.g., “multilingual classroom”, “digital formative assessment”).