Innere Differenzierung im Unterricht mit jugendlichen Asylsuchenden und Geflüchteten aus der Sicht von Lehrpersonen

Kärner, Tobias; Reinke, Hannes; Frim, Anja; Heinrichs, Karin

doi:10.2307/j.ctvqsf3c7.7

Cited by 1 publication

(3 citation statements)

References 3 publications

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“…Finally, and also in contrast to "regular" teachers, teachers of refugee youths have limited resources such as (target group-appropriate) working materials, especially with regards to the acquisition of the German language (Reinke and Goller, 2022). In a survey of teachers of refugees at middle schools and vocational schools in Bavaria (Kärner et al, 2019), 12 out of 16 teachers cited organizational conditions, such as the lack of appropriate teaching and learning materials, as limits to the use of internal differentiation measures . This discrepancy between Internal di erentiation (or internally di erentiated instruction) refers to measures that adapt instructional content and learning arrangements aim and means aggravated even more by the short time frame that teachers have to achieve the aim.…”

Section: Potentially Stressful Conditions When Teaching Refugeesmentioning

confidence: 99%

“…The lack of language sensitivity of teachers can contribute to students' dissatisfaction with instruction to a large extent (Calmbach and Edwards, 2019). Kärner et al (2019) show that teachers can fulfill this challenging and demanding task. They identify internal differentiation measures as an important method by which teachers can address the individual needs of young refugees and foster a successful integration process.…”

Section: Target Group-specific Professional Knowledge Of Teachersmentioning

confidence: 99%

“…To do so, the teachers require a range of skills including how to deal with trauma and specific teaching materials for the respective target group (ibid.). Previous research on teachers in preparation classes for refugees has mainly been based exclusively on qualitative research or case studies conducted in individual German federal states (e.g., Scheiermann and Walter, 2016 ; Kärner et al, 2019 ; Stöbe-Blossey et al, 2019 ; Weiß et al, 2021 ).…”

Section: Introductionmentioning

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: Potentially Stressful Conditions When Teaching Refugeesmentioning

confidence: 99%

Section: Target Group-specific Professional Knowledge Of Teachersmentioning

confidence: 99%