How teachers in the region of Saxony and Malta are similar and different in their response to the diversity of students in the primary classroom

Abstract

Saxony is one of the five new federal states of Germany and still undergoing a transformation process 15 years after the reunion. One major strategy of handling the transformation can be observed in how the citizens of these regions are still in the process of adapting into the skeptically perceived social and democratic culture of the Federal Republic. Similar skepticisms can be observed in countries which found themselves in the process of European integration within a short time. This transformation process has notable effects on the design of the school and educational system, the social dynamics and the norms and values orientation. The evaluation of five primary school teachers from eastern Saxony at hand is supposed to give clues on how the transformational dynamics in the pedagogic process are converted and where the development potential of differentiated teaching aimed at inclusion is based.