In order to professionalize future teachers for dealing with diversity in schools (KMK & HRK, 2015), educational science, subject didactics and subject-specific learning opportunities should be available in the teacher training program, which address, for example, lesson preparation in a (multiprofessional) team, internally differentiated lesson design, diagnostics of learning prerequisites and learning processes, and an appreciative feedback culture. In the first QLB funding phase, curricular building blocks (e.g., lecture and seminar sessions, differentiation matrices, tutorials on dealing with visual and hearing impairments in mathematics instruction) and materials (e.g., inclusive school profile, differentiation matrix, instructional materials for students with visual impairments) were developed in the subprojects "Fit for Inclusion" and "Media in Mathematics Instruction". These modules and materials are to be systematically fed into the training structures of the sub-projects AuAu, LADi and LTL:S within the framework of PROFJL² and further developed with other subject didactics. The focus of the further development is, among other things, on the use of instructional videos and text-based case vignettes, which enable students who lack real experience with inclusive settings to conduct reconstructive case work. Due to the orientation towards regular school and grammar school teacher training at the FSU Jena, there is no relevant special education expertise available, but it is relevant for teachers in inclusive settings (Moser, Schäfer & Kropp, 2014). Therefore, digital workbooks are being developed in cooperation with the Competence Center Inclusion at the University of Erfurt, in which special education knowledge is prepared for in-depth self-study.
