How Can Intercultural School Development Succeed? The Perspective of Teachers and Teacher Educators

Autor/inn/en	Kiel, Ewald; Syring, Marcus; Weiss, Sabine
Titel	How Can Intercultural School Development Succeed? The Perspective of Teachers and Teacher Educators
Quelle	In: Pedagogy, Culture and Society, 25 (2017) 2, S.243-261 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2016.1252421
Schlagwörter	Teacher Attitudes; Teacher Educators; Foreign Countries; Qualitative Research; Content Analysis; Barriers; Second Language Learning; Immigrants; Refugees; Multicultural Education; Teamwork; Parent School Relationship; Guidelines; Program Descriptions; Educational Improvement; Networks; Institutional Cooperation; School Organization; Educational Research; Germany + Suchen Sie Ihr Suchwort? Lehrerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Ausland; Qualitative Forschung; Inhaltsanalyse; Zweitsprachenerwerb; Immigrant; Immigrantin; Immigranten; Flüchtling; Multikulturelle Erziehung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Richtlinien; Teaching improvement; Unterrichtsentwicklung; Institute; Co-operation; Cooperation; Institut; Kooperation; School organisation; Schulorganisation; Bildungsforschung; Pädagogische Forschung; Deutschland
Abstract	The large number of newly arrived individuals from other countries, particularly of young people, has had an enormous impact on the school system in Germany. The present study investigated requirements for successful intercultural school development. The study used investigative group discussions, where the groups were composed of teachers and teacher education experts, to identify the structures, measures, attitudes and cooperation required for intercultural school development process. Conditions for success were derived from the qualitative content analysis of these discussions. These conditions address different school levels (e.g. structural, personal or social levels). It was found that intercultural school development cannot be successful without additional resources, as well as further training over the longer term. Solutions for existing language barriers that affect teachers, pupils and parents require structural measures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01