Qualitative-Interpretative Examination of Practices of Thematisation in Migration Societies Found in Relevant Reference Texts in Teacher Training

In Phase I the project team analyzes exemplary administrative and pedagogic policy papers as well as curricula used in teacher training programs both on the federal and on the level of German Federal Lands (Bremen, Northrhine-Westfalia, Saxony and Lower Saxony). The main aim of the thorough investigation of these documents was to analyse whether and how these documents reflect currently established ideas on the relevance of migration as a pedagogical challenge. The methodological approach was a qualitative one with a hermeneutical analysis of the discursive patterns which generate communicative practices of referring to migration and related (i.e. interculturality, racism, cultural plurality …) phenomena in the relevant documents. With this, we aim to analyse how migration as a core dimension that challenges the national centred self-concept of the school system is addressed in institutionally relevant pedagogic concepts and texts. 

Talks and publications of the project outcomes:

• A policy brief (edited by the Mercator Foundation) on the core-results of the qualitative study “Did the Teacher Training arrive in the Migration Society: Foundations of Teacher Training under Scrutiny”, September 2017. 
• Workshop “Did the Teacher Training arrive in the Migration Society: Foundations of Teacher Training under Scrutiny”, with experts from education administration, unions, science, and schools at the Mercator-Centre in Berlin (06.09.2017).
• A paper presented at the annual conference of the DGfE-Commission on teacher training and research of professionalism (Solothurn/Swiss: 06.09. - 08.09.2017) on: Zur Semantik von Modulbeschreibungen in der Lehrer*innenbildung als Praktik(en) der (Re-)Präsentation und (Ko-)Konstruktion von migrationsgesellschaftlich relevantem ´Wissen` [To the Semantics of the Module Descriptions in Teacher Training as Practices of the Presentation and (Co)construction of `Knowledge´” that is Considered as Relevant in Migration Societies”]
• Article: Doğmuş, A./Karakaşoğlu, Y./Mecheril, P./Shure, S./ Wojciechowicz, A.A. (to be published in 2018): Zur Semantik von Modulbeschreibungen in der Lehrer*innenbildung als Praktik(en) der (Re-)Präsentation und (Ko-)Konstruktion von migrationsgesellschaftlich relevantem ´Wissen` [”About the Semantics of the Module Descriptions in the Teacher Training as Practices of the Presentation and (Co)construction of/from `Knowledge´”. Practices and orientation in (the) teacher training], edited by Julia Kosinár, Tobias Leonhard, Christian Reintjes: Praktiken und Orientierungen in der Lehrerinnen- und Lehrerbildung, published by Julius Klinkhardt.
• Article: Karakaşoğlu, Y./Mecheril, P. (to be published in 2018): „Konzeption und Operationalisierung eines „Pädagogischen Könnens in der Schule der Migrationsgesellschaft“ - Grundsätzliche Überlegungen zu einer neuen, allgemeinpädagogischen Perspektive der Lehrer*innenbildung in der Migrationsgesellschaft“, edited by Doreen Cerny & Manfred Oberlechner: Das Professionsfeld Schule in der Migrationsgesellschaft, published by Barbara Budrich.