Repräsentanz, Integration und Abbruchintentionen von Studierenden mit Migrationshintergrund in Lehramtsstudiengängen: Eine Analyse anhand der Daten des Nationalen Bildungspanels (NEPS)

Besa, Kris-Stephen; Vietgen, Sandra

doi:10.36950/bzl.35.2017.9482

Cited by 3 publications

(3 citation statements)

References 12 publications

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“…However, not only newly arrived teachers face difficulties in their education. The recent statistics and findings of studies that are devoted to questions of representation numbers in specific domains show that students who came to Germany at an early age or have parents or grandparents who migrated to Germany are underrepresented in schools: While for students it is 12,5%, it is only 8% for teachers and in teacher education (Besa & Vietgen, 2017;Berthold & Leichsenring, 2012;DESTATIS, 2018).…”

Section: Professional Integration and Teacher Educationmentioning

confidence: 99%

“…The latter aspect -underrepresentation in teacher education -can be attributed to negative school experiences and institutional boundries that prevent the decision and the possibility to enter teacher education as well as inequalities during the education that lead to high drop out rates (ibid.). These can include financial, organisational and language issues 5 (Karakaşoğlu, 2011;Kimmelmann & Lang, 2014;Zerlik et al, 2014;Besa & Vietgen, 2017).…”

Section: Professional Integration and Teacher Educationmentioning

confidence: 99%

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

Goltsev

Putjata

Knaus³

2023

To Be a Minority Teacher in a Foreign Culture

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This chapter presents the state of the art focusing on the so-called teachers with “migration background” in Germany. Applying the method of the literature review, we summarize current and emerging research trends as well as understudied areas in Germany. The chapter provides the reader with a critical survey of the extensive literature produced in the past decade and a synthesis of current thinking on the topic at hand across disciplines and methodological approaches. The chapter opens up with a concise presentation of the context, objectives and the methodology of the study. These are followed by a critical synopsis of the findings and a closing conclusion. The results of the analysis reveal that a vast amount of research is focusing on the three following domains: Ascriptions and (Self-)perception of minority teachers’ role in education such as the responsibility of fostering the linguistic diversity) Minority teachers’ role for students and students’ own perspectives, e.g. the importance of the multilingual teachers for self-positioning of the students as migration-related multilinguals; as well as professional integration of minority teachers including access to the labour market and teacher education revealing an underrepresentation of minority teachers in schools. In the conclusion we point out new perspectives and areas in need of further research, such as the demand for new approaches on how to constructively include migration-related multilingualism in the course of teacher education.

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Section: Professional Integration and Teacher Educationmentioning

confidence: 99%

Section: Professional Integration and Teacher Educationmentioning

confidence: 99%

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

Goltsev

Putjata

Knaus³

2023

To Be a Minority Teacher in a Foreign Culture

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“…Complementing previous research on specific characteristics of teacher education students, the large and diverse sample of the LAP study allows for a more differentiated view, which has already been taken, for example, by Hartmann and Ertl (2021), Hartmann et al (2022), Neugebauer (2020), and Osada and Schaeper (2021), or to focus on specific groups, such as students with a migrant history (cf. Besa & Vietgen, 2017;Gülen, 2021Gülen, , 2022. Other questions, which can be analysed using the core data of NEPS SC5, refer to the learning experiences (see the paper of Rochnia et al, 2019) and to the factors that influence educational choices during higher education.…”

Section: Introductionmentioning

confidence: 99%

The German Panel of Teacher Education Students: Surveying (Prospective) Teachers from Higher Education into Working Life

Schaeper¹,

Ortenburger²,

Franz³

et al. 2023

JOPD

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This paper describes the design, survey instruments, data, and their potential for use of a longitudinal study of (prospective) teachers in Germany that follows their professional and competence development from teacher education into the first years in the teaching profession. The Panel of Teacher Education Students (Lehramtsstudierenden-Panel (LAP)) is linked to the Starting Cohort 5 of the National Educational Panel Study (NEPS), which initially included about 18,000 first-year students in the winter term 2010/2011 and an oversampling of teacher education students (about 5,500 students). From 2014 onwards, multiple survey instruments—for example, aspects of preparatory service and of professional competence, instructional practices, and professional development— were specifically addressed to (prospective) teachers. The data was collected in 19 waves between 2010 and 2022.

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Sport und Studienabbruch an Hochschulen: Eine Regressionsanalyse zur Relevanz sozialer Integration

Jetzke

2018

Sport Und Gesellschaft

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Zusammenfassung Außercurriculare (Sport-)Aktivitäten, in denen Studierende die Möglichkeit zur sozialen Interaktion erhalten, können über ihre Gelegenheitsstrukturen positiv zur sozialen Integration an Hochschulen beitragen. Soziale Integration kann, dem Modell of Student Retention (Tinto 1987) folgend, Studienabbruch reduzieren. Für die vorliegende Arbeit ergibt sich daraus die Fragestellung, ob im Sport soziale Beziehungen aufgebaut werden, durch die Studierende besser an der Hochschule integriert sind und in der Folge weniger zum Studienabbruch neigen. Die vorliegende Fragebogenuntersuchung einer Stichprobe von 5.011 Studierenden wird durch schrittweise multivariate Regressionsanalysen ausgewertet. Die Ergebnisse zeigen, dass (1) Sport einen positiven Effekt auf die soziale Integration an der Hochschule hat, davon allerdings (2) nur Sportler profitieren, die am Hochschulort aktiv sind. Zudem (3) verringert langfristige sportliche Aktivität die Wahrscheinlichkeit für einen Studienabbruch. (4) Soziale Integration wirkt in diesem Zusammenhang als Mediator.

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Repräsentanz, Integration und Abbruchintentionen von Studierenden mit Migrationshintergrund in Lehramtsstudiengängen: Eine Analyse anhand der Daten des Nationalen Bildungspanels (NEPS)

Cited by 3 publications

References 12 publications

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

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

The German Panel of Teacher Education Students: Surveying (Prospective) Teachers from Higher Education into Working Life

Sport und Studienabbruch an Hochschulen: Eine Regressionsanalyse zur Relevanz sozialer Integration

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