Multilingual Pedagogy in Germany’s Teacher Induction: Discovering the Empirical "Black Box"

• In Event: AERA Roundtable Session Thursday 5:25 pm Four Seasons Ballroom 1
  In Roundtable Session: Advancing Teacher Education Worldwide: A Comparative Study of International Teacher Education in China, Angola, Morocco, and Germany (Table 5)

Abstract

In reaction to linguistic inequality relating to multilingualism in Germany’s education system, multilingual pedagogy has become a mandatory component of teacher education. Pre-service teachers complete five years of training at university followed by a 1.5-year induction. Both are framed by a curriculum that is enacted by teacher educators. The presented research asks how multilingual pedagogy is implemented in teacher induction and what relevance it has for different stakeholders. Employing a top-down and mixed-methods research strategy, training plans, expert interviews and a questionnaire with teacher educators are analyzed. Results elucidate the curriculum implementation process and reveal a focus on specific didactical approaches and methods of teaching that are oriented towards educational demands of teaching and monolingual norms.

Authors

• Caroline Böning, University of Duisburg-Essen

• Tobias Schroedler, University of Duisburg-Essen