Diversity in the staff room. Ethnic minority student teachers' perspectives on the recruitment of minority teachers.

Autor/inn/en	Lengyel, Drorit; Rosen, Lisa
Titel	Diversity in the staff room. Ethnic minority student teachers' perspectives on the recruitment of minority teachers.
Quelle	In: Tertium comparationis, 21 (2015) 2, S. 161-184Infoseite 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	10.25656/01:24640
URN	urn:nbn:de:0111-pedocs-246407
Schlagwörter	Empirische Forschung; Empirische Untersuchung; Methode; Grounded Theory; Kulturdifferenz; Einstellung (Psy); Erwartung; Interkulturelle Kommunikation; Psychosoziale Fähigkeit; Vermittlung; Rollenerwartung; Bildungspolitik; Deutschland; Erwartung; Lehrer; Mehrsprachigkeit; Methode; Bildungssystem; Schule; Bildungssystem; Lehramtsstudent; Bildungspolitik; Ethnische Gruppe; Psychosoziale Fähigkeit; Rekrutierung; Interkulturelle Kompetenz; Rollenerwartung; Empirische Forschung; Schule; Schulsystem; Lehrer; Lehramtsstudent; Lehrerrolle; Lehrerrekrutierung; Interkulturelle Kompetenz; Multikulturalität; Mehrsprachigkeit; Migrationshintergrund; Forschungsstand; Vermittlung; Migrationshintergrund; Rekrutierung; Ethnische Gruppe; Ethnische Minderheit; Migrant; Deutschland
Abstract	Responding to the educational policy that was recently implemented in Germany and that calls for an increase in the recruitment of minority teachers, this study investigates the perspectives of minority student teachers about said policy, about the roles that are ascribed to them, and about multilingualism as a professional resource. The data was gathered in the context of the teaching-research project 'Diversity in the staff room'. For the purpose of this article, portfolio entries and focus groups with minority student teachers where analyzed drawing on grounded theory. The findings reveal the groups' overall ambivalent attitudes towards the policy call mentioned above. On the one hand, the students are willing to contribute to the reduction of educational disadvantage, but on the other hand, they doubt that this policy strategy is sufficient to change the educational environment in a sustainable way. With reference to their multilingual resources, it becomes apparent that the students develop a sense for recognizing situations in which their heritage languages and their experience learning German can be helpful in professional classroom practices. Still, they are not entirely convinced of this and make it contingent upon certain conditions that have to be met in the school system. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/3