Institutional mechanisms of inclusion and exclusion in Austrian pre-service teacher education.

Autor/inn/en	Döll, Marion; Knappik, Magdalena
Titel	Institutional mechanisms of inclusion and exclusion in Austrian pre-service teacher education.
Quelle	In: Tertium comparationis, 21 (2015) 2, S. 185-204Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0947-9732
DOI	10.25656/01:24641
URN	urn:nbn:de:0111-pedocs-246412
Schlagwörter	Empirische Untersuchung; Expertenbefragung; Interview; Umfrage; Elementarbereich; Vorschule; Frühpädagogik; Lehrer; Lehrerin; Lehramtsstudent; Lehrerausbildung; Inklusion; Deutsch; Sprache; Sprachkompetenz; Projekt; Mehrsprachigkeit; Zweitsprache; Muttersprache; Diskriminierung; Migrationshintergrund; Dozent; Pädagoge; Pädagogischer Beruf; Universität; Hochschullehrer; Hochschule; Pädagogische Hochschule; Ausgrenzung; Heterogenität; Bildungseinrichtung; Institution; Ethnische Minderheit; Fremder; Migrant; Forschungsprojekt; Wien; Österreich
Abstract	Based on the Austrian government's program of the XXIVth legislation period, which recommends to "offer incentives so that more qualified people with a migration background start pedagogical training," 1 (Bundeskanzleramt, 2008, p. 203) the Austrian Federal Ministry for Education, the Arts and Culture funded a nationwide project named 'Diversity and multilingualism in pedagogical professions' to reduce the underrepresentation of teachers with a so-called migration background. 35 expert interviews were conducted with teachers of seven Austrian universities of education. This article gives a summary of the results of a secondary analysis; they are presented as a reconstruction of different ways of talking about teachers and teacher students in a context of migration and multilingualism, including attributions of specific responsibilities and de-qualifications of teachers seen as migrant others. The results show that language ideologies, in particular the concept of 'native speakerism' serve to legitimize gate-keeping measures. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/4