268 of philosophical diversity and how they, in turn, train their pupils. (...) It’s not only about what happens at the teacher education college in the subject of religion, but also for example in Dutch, or math, or history; because [essential] differences between people show up everywhere. (...) In the interviews I conducted for my doctoral research, it turned out that the dilemmas teachers face with those small [inner-Christian] or larger [different religions] differences are actually extensions of each other. And it surprised us how, when we talked about other religions, we often ended up back at inner-Christian differences as well.” • (...) brainstorm about concrete situations in which the theme of religious diversity or “faith differences” emerges in an average classroom at an orthodox Protestant primary school • One idea that was suggested by some teachers and rejected by others was a mandatory internship in a non-Christian school. As far as you are concerned, what would be the advantages and disadvantages of this approach? • Teachers need to be competent in dealing with situations involving internal or external religious diversity. What competencies do you think a teacher needs for this? (Organize: knowledge/character/skill; and possibly difference between internal and external diversity.) • What should the student develop in the programme for this purpose? How can the student do that? How can the teacher education programme contribute to that? • (Summary) Did you miss anything in our conversation? In addition, in the focus groups with teacher educators, we worked with visualization of what they said by having the teachers to collectively indicate the extent to which students mastered the competencies listed upon entry (ranging from 0% to 100%) and what the desired level is at the end of the program, based on the idea that some of the competency can be further developed even after teacher education.
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