Stichwort: Überzeugungen von Lehrkräften im Kontext migrationsbezogener Heterogenität

Hachfeld, Axinja; Syring, Marcus

doi:10.1007/s11618-020-00957-7

Cited by 12 publications

(5 citation statements)

References 37 publications

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“…The perceived low stress caused by the cultural heterogeneity of the students can be attributed to professional training, for example on intercultural competence, or to a generally more open attitude of the teachers toward immigration and immigrants (cf. Civitillo et al, 2019 ; Gebauer and McElvany, 2020 ; Hachfeld and Syring, 2020 ). The latter is also true of the teachers interviewed here, hardly any of whom saw immigration exclusively as a problem.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, multicultural beliefs are important for teaching students with a migration background and dealing with cultural heterogeneity: “teachers with multicultural beliefs can be expected to incorporate students' different cultures into everyday school practice when planning their lessons, choosing materials, and interacting with students in class” (Hachfeld et al, 2011 , p. 987). Multicultural beliefs can reduce prejudice and promote self-efficacy, enthusiasm, self-reflection, and culturally responsive teaching (Hachfeld et al, 2011 , 2012 ; Civitillo et al, 2019 ; Gebauer and McElvany, 2020 ; Hachfeld and Syring, 2020 ; Abacioglu et al, 2022 ), which in turn can reduce strain and burnout (Gutentag et al, 2018 ; Strasser, 2021 ). There is little evidence regarding teachers' attitudes toward refugees (e.g., Terzi et al, 2019 ; Chwastek et al, 2021 ).…”

Section: Target Group-specific Professional Knowledge Of Teachersmentioning

confidence: 99%

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Thrown in at the deep end? Perceptions of burdens, gains, and contributions to the integration of refugee students among teachers with(out) target group-specific professional knowledge

Spanner

Maué

2022

Front. Sociol.

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In Germany, young migrants and refugees whose German language skills are not sufficient for attending regular classes at school are assigned to so-called “preparation classes”. As the name implies, the main objective of these classes is to teach German language skills and thereby prepare students for regular classes or vocational education and training. Teachers in these classes face special challenges: They have to teach a group of students that is highly heterogeneous in several key respects, they have to deal with a dearth of institutional support and guidance, and they have a lot of responsibility regarding their students' integration in Germany. Therefore, this paper asks what target group-specific professional knowledge teachers possess and to what extent this knowledge reduces the teachers' burdens and raises their perception of gains and contributions to their students' success. Our mixed-method survey of 48 teachers of refugees in prevocational preparation classes in Germany shows that the majority of teachers acquired useful knowledge for teaching refugees, e.g., dealing with trauma and post-traumatic stress disorder, building German proficiency, or language-sensitive teaching, by attending professional training. In sum, most of the teachers saw immigration to Germany as both a problem and an opportunity. The main burdens they identify are bad working conditions, a lack of support and appreciation and a high demand for high flexibility. Despite generally low stress levels and high resilience, the teachers were extremely stressed by the heterogeneity in their students' performance, especially those teachers who had completed professional training. However, teachers appreciated the students' willingness to learn and gratitude, and perceived cultural diversity in the classroom as a gain for themselves and their teaching. The teachers felt they had mostly contributed to their students' acquisition of the German language as well as their educational progress in general and their personal development. Students' chances of success are expected to be especially high in the German language acquisition and the management of everyday life in Germany. The assessments of teachers with and without target group-specific professional knowledge differ only slightly and rarely significantly.

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Section: Discussionmentioning

confidence: 99%

Section: Target Group-specific Professional Knowledge Of Teachersmentioning

confidence: 99%

Thrown in at the deep end? Perceptions of burdens, gains, and contributions to the integration of refugee students among teachers with(out) target group-specific professional knowledge

Spanner

Maué

2022

Front. Sociol.

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“…B. Avalos, Zisselsberger, Langer-Osuna & Secado, 2015;Benholz & Siems, 2016;Darsow, Wagner & Paetsch,2 017a;G ültekin et al,2 016;Hachfeld, 2012;Michalak,2012;Ohm,2009).…”

Section: 3unclassified

Sprachbildung und historisches Lernen – aber wie?

Sieberkrob

2023

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Bibliografische Information der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet über https://dnb.de abrufbar. Gefördert durch die Konferenz für Geschichtsdidaktik e.V. Die Publikation wurde ermöglicht durch eine Ko-Finanzierung für Open-Access-Monografien und -Sammelbände der Freien Universität Berlin. Die vorliegende Publikation wurde an der Fakultät für Geschichts-und Kulturwissenschaften der Freien Universität Berlin als Dissertation zur Erlangung des Doktorgrads vorgelegt und erfolgreich verteidigt.

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“…Most quantitative empirical studies on teachers' cultural beliefs focus on the link with teachers' self-reported proficiency to teach in culturally diverse classrooms (for a review for the German context, see Hachfeld & Syring, 2020). Results indicate that pre-service and in-service teachers who endorse multicultural beliefs are particularly enthusiastic about teaching immigrant students and report high levels of self-efficacy in doing so (Gutentag et al, 2017;Hachfeld et al, 2015).…”

Section: Empirical Findings On the Relationship Between Teachers' Cultural Beliefs And Students' School Adaptationmentioning

confidence: 99%

Do teachers’ cultural beliefs matter for students’ school adaptation? A multilevel analysis of students’ academic achievement and psychological school adjustment

et al. 2021

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Based on two large-scale studies from Germany, we examined how different types of teachers’ cultural beliefs are related to immigrant students’ school adaptation. Specifically, we investigated the relationship of teachers' multicultural beliefs appreciating cultural diversity, their egalitarian beliefs focusing on all students' similarities and their assimilationist beliefs that immigrant students should conform to the mainstream context with immigrant students' academic achievement and psychological school adjustment as indicators of their school adaptation. We also explored all of these associations for non-immigrant students. Study 1 used data on the multicultural, egalitarian, and assimilationist beliefs of German language (NTeachers = 220) and mathematics (NTeachers = 245) teachers and on students’ achievement and feelings of helplessness in German language classes (NStudents = 2606) and mathematics classes (NStudents = 2851) as well as students’ school satisfaction. Study 2 analyzed data on teachers’ multicultural and egalitarian beliefs (NTeachers = 456) and students’ achievement and self-concept in mathematics (NStudents = 4722). Overall, multilevel analyses revealed no relationship between teachers’ cultural beliefs and any of the indicators of immigrant and non-immigrant students’ school adaptation. These findings challenge the notion that overall, teachers’ cultural beliefs effectively translate into students’ school adaptation.

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Stichwort: Überzeugungen von Lehrkräften im Kontext migrationsbezogener Heterogenität

Cited by 12 publications

References 37 publications

Thrown in at the deep end? Perceptions of burdens, gains, and contributions to the integration of refugee students among teachers with(out) target group-specific professional knowledge

Thrown in at the deep end? Perceptions of burdens, gains, and contributions to the integration of refugee students among teachers with(out) target group-specific professional knowledge

Sprachbildung und historisches Lernen – aber wie?

Do teachers’ cultural beliefs matter for students’ school adaptation? A multilevel analysis of students’ academic achievement and psychological school adjustment

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