Der Migrationshintergrund Lehramtsstudierender als Prädiktor ihrer Einstellungen zu heterogenen Lerngruppen

Abstract

ZusammenfassungBildungspolitik und Bildungsadministration bemühen sich verstärkt um Lehrkräfte mit Migrationshintergrund. Es wird angenommen, dass diese Lehrkräfte einen positiven Effekt auf Schülerinnen und Schüler mit Migrationshintergrund haben oder zumindest günstigere Einstellungen gegenüber dem Umgang mit Heterogenität aufweisen. Diese Einstellungen sollen sich dann wiederum positiv auf die Unterrichtsgestaltung auswirken. Solche normativen Erwartungen spiegeln sich in unterschiedlichen nationalen wie internationalen Studien nur begrenzt wieder. Daher wird in diesem Beitrag der Frage nachgegangen, ob sich Lehramtsstudierende mit und ohne Migrationshintergrund hinsichtlich ihrer Einstellungen zum Umgang mit sozialer, ethnisch-kultureller sowie leistungsbezogener Heterogenität unterscheiden. Befragt wurden N = 877 Studierende (169 mit Migrationshintergrund) an unterschiedlichen Hochschulen in Süddeutschland. Die Daten beider Substichproben (mit und ohne Migrationshintergrund) wurden gematcht und mit Random-Intercept-Modellen untersucht. Nach dem Matching zeigen sich unter den Studierenden mit Migrationshintergrund günstigere Einstellungen (geringere Kosten und negative Emotionen, höhere intrinsische Motivation und wahrgenommene Kompetenz) in Bezug auf alle drei Heterogenitätsformen. Die Ergebnisse werden mit Blick auf Implikationen für die Lehrerbildung diskutiert.

Stressing similarities or ignoring differences? Shedding light into different forms of color-evasive ideology with pre- and in-service teachers

“…We encourage future studies to test whether the endorsement of different forms of color-evasiveness varies as a result of a migration experience or background. A recent study conducted among pre-service teachers in Germany found that teachers with a migration background showed more favorable attitudes towards dealing with diversity than non-immigrant pre-service teachers (Syring et al 2019). Lastly, our findings must not be generalized to teaching behaviors, as our dependent variable in Study 2 referred to psychosocial functioning in culturally diverse classrooms.…”

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

“…Finally, Syring et al (2019) examined whether pre-service teachers "with and without a migration background differ in their attitudes towards dealing with social, ethnic-cultural and academic heterogeneity" (p. 201). Having interviewed 877 students, of which 169 "with a migration background", the authors conclude more favourable attitudes in the latter group: "lower costs and negative emotions, higher intrinsic motivation and perceived competence" (Syring et al, 2019) with regard to all three forms of heterogeneity.…”

“…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.…”

Does an immigrant teacher help immigrant students cope with negative stereotypes? Preservice teachers' and school students' perceptions of teacher bias and motivational support, as well as stereotype threat effects on immigrant students' learning

“…As reported above, previous research from Germany suggests that immigrant teachers are supportive of students in general and of immigrant students in particular because they are less negatively biased toward immigrant students (Gegenfurtner, 2022 ; Glock & Kleen, 2019 ; Glock & Schuchart, 2020 ; Hachfeld et al, 2012 ; Kleen et al, 2019 ), more motivated to teach ethnically diverse school classes (Hachfeld et al, 2012 ; Syring et al, 2019 ), and endorse multicultural beliefs to a stronger extent (Hachfeld et al, 2012 ) than German ethnic majority teachers. However, studies investigating student outcomes did not find performance advantages when immigrant students were instructed by an immigrant (rather than a non-immigrant) teacher (Neugebauer & Klein, 2016 ; Neugebauer et al, 2022 ).…”

“…Research conducted in German schools also suggests that minority teachers can be particularly motivating, not only for immigrant students but for students of all backgrounds. Especially immigrant students can be expected to feel motivated and engaged by a teacher who enjoys teaching immigrant students, with (preservice or trainee) teachers with an immigrant background reporting more positive attitudes, more positive emotions, higher self-efficacy toward teaching ethnically diverse school classes (Hachfeld et al, 2012 ; Syring et al, 2019 ) and a stronger endorsement of cultural diversity (Hachfeld et al, 2012 ) than German ethnic majority teachers.…”