International teacher training reshapes how Europe teaches its contested past
A cross-border course involving students from Germany, the Netherlands, and Sweden shows that bringing future teachers together to study shared heritage sites—and grapple with competing historical narratives—improves classroom outcomes and civic engagement. The approach offers a practical model for institutions seeking to build more inclusive curricula while strengthening European educational ties.
Originaltitel: Teaching history beyond borders
This article explores the development and outcomes of an international history teacher training course initiated by researchers from Germany, The Netherlands, and Sweden. The course, part of the European University consortium EUniWell, aims to enhance teacher students’ international experiences and knowledge by facilitating encounters between students from European coun-tries. The course focuses on heritage as a central theme, theoretically framed by moral aspects, inclusion, and emotion networking in heritage and citizenship education. Through online seminars and one on-site week, held in Cologne, students engaged in international groups, visited heritage sites, and developed teaching materials. The course emphasized the importance of multiperspectivity, critical thinking, and cultural reflection in history education. Evaluations revealed positive student experiences, highlighting the value of international collaboration and the impact of heritage on learning. The findings suggest that integrating moral perspectives and inclusive practices in history education can foster democratic citizenship and enhance educational outcomes.