Gelingensbedingungen pädagogischer Integrationsförderung

Ehmann, Tamara

doi:10.3224/96665032

Cited by 3 publications

(1 citation statement)

References 67 publications

(135 reference statements)

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“…For example, teaching materials must be provided for different proficiency levels (Glorius and Schondelmayer, 2019) and different teaching methods must be used to accommodate heterogeneous class settings (Weinert, 1997). Intercultural competence (Gruber and Fiebig, 2013;Terhart and von Dewitz, 2018;Ehmann, 2021) and language-sensitive teaching (Bickes and Steuber, 2017;Roche and Terrasi-Haufe, 2019;Becker-Mrotzek et al, 2021) can also be beneficial for successful teaching in preparation classes. However, this requires specific knowledge on the part of the teachers (Gibbons, 2015) and is accompanied by an increased effort on their part in lesson planning and lesson design.…”

Section: Potentially Stressful Conditions When Teaching Refugeesmentioning

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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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: Potentially Stressful Conditions When Teaching Refugeesmentioning

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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Institutionelle Handlungslogiken pädagogischer Praxis am Beispiel außerschulischer Bildungsangebote

Ehmann

2023

Organisation Und Pädagogik

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Digitalisierung in Angeboten der Erwachsenenbildung/Weiterbildung

Egetenmeyer

Kröner

Thees

2021

ZfW

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ZusammenfassungDigitalisierung und Mediatisierung prägen die Gesellschaft und auch die Erwachsenenbildung/Weiterbildung. Der Beitrag geht der Frage nach, wie Digitalisierung in Angeboten der Erwachsenenbildung/Weiterbildung gelingt. Damit wird ein Fokus auf den Einsatz digitaler Medien gelegt. Dazu werden die Angebotsentwicklung für Adressatinnen und Adressaten sowie Teilnehmende, medienbezogene Inhalte, Lehr- und Lernarrangements mit digitalen Medien, der Einsatz digitaler Medien und die Zugänglichkeit von Lehr- und Lernmaterialien als relevante Merkmale identifiziert. Insgesamt zeigen die analysierten Interviewdaten, dass der Einsatz digitaler Medien in Angeboten eine Erweiterung der didaktischen Aufgaben darstellt, da Angebote mit digitalen Medien zielgenau auf die Bedarfe und Möglichkeiten von Adressatinnen und Adressaten sowie Teilnehmenden abgestimmt werden müssen.

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Gelingensbedingungen pädagogischer Integrationsförderung

Cited by 3 publications

References 67 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

Institutionelle Handlungslogiken pädagogischer Praxis am Beispiel außerschulischer Bildungsangebote

Digitalisierung in Angeboten der Erwachsenenbildung/Weiterbildung

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