Vielfalt im Lehrerzimmer?! –Erste Einblicke in ein Lern-/Lehr- und Forschungsprojekt mit Lehramtsstudentinnen mit Migrationshintergrund an der Universität Köln

Teachers with Migration Background in German Discourse: Insights into Research on Education, Professional Integration and Self-Perception

“…These modifications should also include professionalization on dealing with multilingualism: Multilingual teachers must be prepared to endure antinomies and contradictions and to shape their own practice in them (Goltsev et al, 2022). Beneficial approaches might be those that enhance possible potentials of multilingual teachers (Rosen & Lengyel, 2012;Lengyel & Rosen, 2015;Putjata, 2018;Syring et al, 2019). These new directions should be implemented in all stages of teacher education starting with the university.…”

Diversity in the teachers’ lounge in Germany – casting doubt on the statistical category of ‘migration background’

“…Ad (2), another strand of research, which is well developed in the German-speaking literature, examines the professional identity of pre-service/in-service teachers through biographical-narrative interviews (Georgi et al, 2011; Mantel, 2017, 2021 for Switzerland), in-depth expert interviews (Rotter, 2014b), semi-structured interviews (Bressler and Rotter, 2017), focus groups (Lengyel and Rosen, 2012, 2015) and the document analysis of teacher portfolios (Lengyel and Rosen, 2015; Rosen, 2015a). These studies scrutinize the ways in which teachers with so-called migration backgrounds handle diversity and multilingualism in schools and classrooms (or the ways in which pre-service teachers intend to do so), how they deal with educational policy that suggests that they have certain intercultural competences and how they understand their professional identity in this context.…”

“…In addition, they do not consider their own multilingualism to be part of their professional identity (Karakaş, 2013; Lengyel and Rosen, 2015; Panagiotopoulou and Rosen, 2016; Schlickum, 2013). At the same time, based on focus groups with pre-service teachers with so-called migration backgrounds in university teacher training, Lengyel and Rosen (2012) use the in vivo coding ‘giving us somewhat of an advantage’ (p. 78) to show that the majority of them assume themselves to have a higher level of intercultural competence than pre-service teachers without so-called migration backgrounds. These pre-service teachers with so-called migration backgrounds also emphasize that their fellow teacher education students can and should acquire specific pedagogical orientations such as openness, tolerance, appreciation and individualization, that are considered to be crucial, migration-independent elements of pedagogical professionalism for multicultural schools (Lengyel and Rosen, 2012: 81 ff.…”

Research on Minority Teachers in Germany: Developments, Focal Points and Current Trends from the Perspective of Intercultural Education

“…Our examination of the topic began with a course of studies at the University of Cologne which we designed especially for minority student teachers. In this empowerment seminar, we focused on a vocational biographical reflection on educational policy and on the addressing of minority teachers as particular teachers (Lengyel & Rosen, 2012a; a similar course was later held at the University of Bremen -see Doğmuş, 2017). We presented and discussed the results of our accompanying academic research during a national lecture series, at international conferences and international symposiums (Lengyel & Rosen, 2011, 2012b, 2014.…”

“…In this empowerment seminar, we focused on a vocational biographical reflection on educational policy and on the addressing of minority teachers as particular teachers (Lengyel & Rosen, 2012a; a similar course was later held at the University of Bremen -see Doğmuş, 2017). We presented and discussed the results of our accompanying academic research during a national lecture series, at international conferences and international symposiums (Lengyel & Rosen, 2011, 2012b, 2014. Some of the presented papers were published in a special issue of the journal "Tertium Comparationis" (see Lengyel & Rosen, 2015b) to present the state of the art in research on minority teachers and found a rich tradition of studies in the US and the UK stretching back to the start of the 1980s (Lengyel & Rosen, 2015a).…”