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10 SES 05 C: Multiculturalism and Global Citizenship
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10. Teacher Education Research
Paper A Scoping Review of Teacher Professional Vision in Multicultural Classrooms Vytautas Magnus University, Lithuania Presenting Author:Multicultural education has become increasingly significant in contemporary classrooms, shaping how educators address equity, inclusion, and culturally responsive teaching (Banks, 2004; Gay, 2002). Across Europe and internationally, migration, mobility, and demographic change have increased cultural, linguistic, and ethnic diversity in schools, requiring teachers to interpret classroom interaction within varied sociocultural norms (Gay, 2002; Gorski, 2010). Importantly, classroom behaviour does not carry fixed pedagogical meaning: the same observable event may be interpreted differently across cultural contexts. This calls why teachers need situation-specific competencies to interpret classroom events equitably in multicultural settings (Gay, 2018; Ladson-Billings, 1995). Teachers’ interpretations of culturally patterned behaviour are shaped not only by professional knowledge but also by beliefs, instructional self-efficacy, cultural background, exposure to diversity, and institutional norms (Pajares, 1992; Richardson, 2003; Tschannen-Moran & Woolfolk Hoy, 2001). Years of experience are not equivalent to experience in culturally diverse classrooms; without explicit engagement with diversity, professional experience may reinforce dominant norms and lead to systematic misinterpretation and inequitable responses (Gay, 2018; Santamaria, 2009; Villegas & Lucas, 2002). This issue is highly relevant to European debates on equity, inclusion, and teacher preparedness for diverse learners. Against this background, this study presents a scoping review of teacher professional vision (TPV) in multicultural classrooms. TPV is defined as teachers’ situation-specific capacity to selectively attend to instructionally relevant classroom events (perception), interpret these events using professional knowledge and instructional goals (interpretation), and consider possible pedagogical responses (decision-making) (Sherin, 2001; van Es & Sherin, 2008). While professional vision research often distinguishes noticing and reasoning (Blomberg et al., 2011; Sherin & van Es, 2009), this review treats TPV as an overarching construct encompassing perception, interpretation, and response consideration. Teacher noticing is used narrowly to refer to the perceptual component of TPV, consistent with prior work distinguishing selective attention from interpretive reasoning (van Es & Sherin, 2002; Sherin & van Es, 2009). This mapping is necessary because reviewed studies use diverse terminology (e.g., attending, selective attention, gaze behaviour), especially in eye-tracking research (Jacobs et al., 2010; Stahnke et al., 2016). The review is grounded in Goodwin’s (1994) sociocultural account of professional vision as socially shared expertise shaped by historically situated norms of practice. Because professional ways of seeing are not culturally neutral, teachers’ socially learned “ways of seeing” may not align with students’ culturally patterned participation, increasing the likelihood of bias in interpretation. Building on this account, the review applies the Perception-Interpretation-Decision model (PID) as an integrative framework (Blömeke et al., 2015), conceptualizing TPV as part of a competence continuum linking situation-specific skills with resources such as beliefs, self-efficacy, and experience. This framework supports international interpretation by making visible how cultural-contextual norms interact with teachers’ competence resources. A multicultural classroom is defined as an instructional context in which cultural, linguistic, ethnic, or migratory diversity among students is substantively relevant to teaching and learning (Banks, 2004). The review addresses three research questions: Analyzing evidence across European and international studies, this review contributes to conceptual clarity in TPV research, identification of methodological and contextual gaps, and guidance for teacher education and professional development. Practically, it informs European and international teacher-education agendas by highlighting the need for structured learning opportunities that support teachers’ culturally responsive interpretation and equitable instructional decision-making.
Methodology, Methods, Research Instruments or Sources Used This study employed a scoping review design to map and analyze empirical research on teacher professional vision (TPV) in multicultural classroom contexts. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines (Tricco et al., 2018). A scoping approach was selected due to the conceptual diversity, methodological heterogeneity, and emerging nature of research on TPV in multicultural settings, allowing systematic mapping of key concepts, approaches, and research gaps (Arksey & O’Malley, 2005; Levac et al., 2010). A comprehensive search was conducted in January 2025 across three electronic databases: EBSCO, Web of Science, and Scopus. Search terms were developed to capture studies addressing teacher professional vision and related constructs (e.g., teacher noticing, perception, interpretation, decision-making), combined with terms referring to multicultural or culturally diverse classrooms (e.g., multicultural classroom, multicultural education, cultural competence, teacher cultural background). Boolean operators (AND/OR) were used to account for terminological variation across research traditions. Retrieved records were managed in an Excel spreadsheet and screened by the first author. Studies were included if they empirically examined TPV or its components within multicultural classroom contexts. Multicultural relevance was operationalized through at least one of the following: (a) explicitly diverse student populations, (b) cross-cultural or cross-national classroom comparisons, and/or (c) an analytic focus on culture, diversity, equity, or bias as shaping teachers’ situation-specific sense-making. Both pre-service and in-service teacher populations were eligible. Grade level was not used as an exclusion criterion due to the limited number of empirical studies in this area; where reported, grade level was extracted descriptively. Studies were excluded if they (1) examined TPV/noticing outside multicultural contexts (n = 5), (2) focused solely on monocultural settings (n = 4), or (3) addressed multicultural education conceptually without empirical investigation of TPV (n = 4). Nine studies were retained. Data extraction followed a structured, question-driven framework aligned with the review objectives. Extracted elements included publication details, operationalization of TPV components (perception, interpretation, decision-making), methodology (e.g., eye-tracking, video-based tasks, interviews, surveys), participant characteristics, and multicultural context features. Two researchers independently coded all studies using predefined categories and achieved high interrater reliability (Cohen’s κ = .90). Discrepancies were resolved through discussion. The synthesis emphasizes how TPV has been studied across “in-action” (e.g., eye-tracking of perceptual attention) and “on-action” approaches (e.g., retrospective video-based reflection), and how individual resources and professional learning elements were examined across studies. Conclusions, Expected Outcomes or Findings This scoping review analyzed evidence on teacher professional vision (TPV) in multicultural classroom contexts across nine empirical studies from Europe, North America, and East Asia. The reviewed literature demonstrates substantial methodological diversity: TPV was investigated through eye-tracking studies capturing teachers’ perceptual attention “in action” (Keskin & Gegenfurtner, 2023; McIntyre & Foulsham, 2018; McIntyre et al., 2020), video-based and ethnographic designs examining interpretive reasoning “on action” (Cunningham, 2021; Dreher et al., 2020; Luna et al., 2023), and survey/mixed-method approaches linking professional vision to beliefs and self-efficacy through video-based judgement tasks (Keppens et al., 2019, 2021; Roose et al., 2024). Overall, findings highlight that professional vision is not a stable or universal capacity but a situation-specific, culturally situated process shaped by intersecting personal and contextual resources. Across studies, noticing visible markers of diversity (e.g., language, ethnicity) emerged as a necessary but insufficient condition for culturally responsive teaching. Eye-tracking findings indicate that increased visual attention to minoritised students does not reliably translate into equitable interpretation or instructional action and may reflect heightened monitoring rather than inclusion (Keskin & Gegenfurtner, 2023). Variation in TPV was most consistently associated with interpretive reasoning rather than perception alone. Diversity-related beliefs and inclusive instructional self-efficacy shaped teachers’ sense-making and judgement of classroom interaction, functioning as filters for interpretation (Keppens et al., 2019, 2021; Roose et al., 2024). Cultural-contextual norms influenced both perceptual organisation and evaluative standards, illustrating cross-national differences in what counts as instructional quality (Dreher et al., 2020; McIntyre et al., 2020). Professional development approaches (e.g., video clubs, experiential learning) supported more culturally grounded reasoning when combined with guided reflection and explicit cultural prompts, yet long-term effects remain underexplored (Cunningham, 2021; Luna et al., 2023). The review identifies the need for longitudinal, multi-method, and cross-cultural research to better connect perception, interpretation, and decision-making in multicultural classrooms References Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616 Banks, J. A. (2004). Multicultural education: Historical development, dimensions, and practice. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education (2nd ed., pp. 3–29). Jossey-Bass. Blömeke, S., Gustafsson, J.-E., & Shavelson, R. J. (2015). Beyond dichotomies: Competence viewed as a continuum. Zeitschrift für Psychologie, 223(1), 3–13. https://doi.org/10.1027/2151-2604/a000194 Cunningham, H. B. (2021). Responding to what we notice: International student teaching as a pathway to cultural responsiveness. Journal of Teacher Education, 72(2), 213–225. Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press. Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606–633. https://doi.org/10.1525/aa.1994.96.3.02a00100 Gorski, P. (2010). Multicultural education and the internet: Intersections and integrations. McGraw-Hill. Keskin, O., & Gegenfurtner, A. (2023). Relations between pre-service teacher gaze, teacher attitude, and student ethnicity. Studies in Educational Evaluation, 76, Article 102267. https://doi.org/10.3389/feduc.2023.1272671 Keppens, K., Consuegra, E., & Vanderlinde, R. (2019). Exploring student teachers’ professional vision of inclusive classrooms in primary education. European Journal of Teacher Education, 43(1), 1–17. https://doi.org/10.1080/13603116.2019.1597186 McIntyre, N. A., Mulder, K. T., & Mainhard, M. T. (2020). Looking to relate: Teacher gaze and culture in student-rated teacher interpersonal behaviour. Social Psychology of Education, 23, 411–431. https://doi.org/10.1007/s11218-019-09541-2 Richardson, V. (2003). Constructivist pedagogy. Teachers College Record, 105(9), 1623–1640. https://doi.org/10.1046/j.1467-9620.2003.00303.x Santamaria, L. J. (2009). Culturally responsive differentiated instruction: Narrowing gaps between best pedagogical practices benefiting all learners. Teachers College Record, 111(1), 214–247. https://doi.org/10.1177/016146810911100105 Sherin, M. G. (2001). Developing a professional vision of classroom discourse. Teaching and Teacher Education, 17(1), 75–95. Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., ... & Straus, S. E. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169(7), 467–473. https://doi.org/10.7326/M18-0850 Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20–32. https://doi.org/10.1177/0022487102053001003 10. Teacher Education Research
Paper Global Citizenship in Higher Education: Structural Relationships with Agentic Personality 1: Izmir Democracy University, Turkey (Türkiye); 2: Istanbul Technical University, Turkey (Türkiye) Presenting Author:In a period of “poly-crisis”, including climate change, democratic backsliding, and rising nationalism, teacher education is expected to prepare future teachers to engage learners with global challenges. In this context, the concepts of agency and global citizenship are recognised as crucial capacities for pre-service teachers as they are expected to be globally conscious and socially responsible educators in diverse and interconnected settings (Goren & Yemini, 2017). Influenced by Bandura’s social cognitive theory, agency is conceptualised as a dynamic process, and it is shaped by perceived self-efficacy, outcome expectations, goals, and self-evaluative practices (Bandura, 1989). Global citizenship is defined as awareness of one’s role as a world citizen, valuing cultural diversity, understanding global interdependencies and interconnectedness, and further taking responsibility for action towards social justice and sustainability (Hartung, 2017; Reysen & Katzarska-Miller, 2013; UNESCO, 2015). Moreover, Sustainable Development Goals (SDGs) directly introduce global citizenship as SDG 4, Target 4.7 states that every learner should be provided with knowledge and skills required to foster sustainable development, and global citizenship is one of the associated competencies (United Nations, 2023). As a result, higher education institutions can be placed as key stakeholders in the achievement of SDG 4.7 by helping pre-service teachers to perceive themselves as a part of a broader global community and to use their pedagogical knowledge and skills in a manner that fosters global wellbeing and sustainability. Building on this perspective, the present study examines whether pre-service teachers’ multi-measure agentic personality traits of self-esteem, purpose in life, internal focus of control, and self-efficacy predict their global citizenship, including social responsibility, global competence, and global civic engagement. Accordingly, the research aims to explore the structural relationships between pre-service teachers’ multi-measure agentic personality traits and their levels of global citizenship and its subdimensions. This study is significant because it adopts a structural approach to clarify whether pre-service teachers’ agency is a meaningful predictor of global citizenship, which has only been examined in a limited number of studies. By modelling these relationships, the study explains why some pre-service teachers can translate global awareness into social responsibility and civic engagement, while others are not. This study provides implications for teacher education curricula and support mechanisms. Particularly, the results on the predictive role of agentic personality can help teacher education programmes design targeted interventions to enhance both teacher development and outcomes of global citizenship education. Methodology, Methods, Research Instruments or Sources Used A quantitative research design was employed based on structural equation modelling (SEM) to investigate the predictive relationships between agentic personality traits and global citizenship among pre-service teachers in higher education. The sample consisted of 491 pre-service teachers enrolled in faculties of education at universities in Turkiye. The final dataset was obtained following multivariate outlier screening using Mahalanobis distance. Agentic personality was measured using the Multi-Measure Agentic Personality Scale, originally developed by Cote (1997) and adapted into Turkish by Atak et al. (2013). The scale conceptualises agentic personality as a multidimensional construct encompassing self-esteem, purpose in life, internal focus of control, and self-efficacy. Global citizenship was assessed using the Global Citizenship Scale developed by Morais and Ogden (2011). The short form of the scale was later proposed by Lo et al. (2016), and its Turkish adaptation was conducted by Gezer and Ilhan (2023). The instrument measures global citizenship through the dimensions of global competence, social responsibility, and global civic engagement. Before testing the structural model, confirmatory factor analyses (CFA) were conducted to examine the construct validity of the scales. For the Global Citizenship Scale Short Form, one item (Item A4) was removed due to a low standardised factor loading below the recommended threshold of 0.40. Following this removal, the original three-factor structure demonstrated excellent model fit (χ²/df =2.34; RMSEA=0.052; CFI=0.960; TLI=0.947). The remaining items showed statistically significant factor loadings ranging from 0.47 to 0.91. Composite reliability values ranged between 0.72 and 0.86. Although average variance extracted values for social responsibility and global competence were slightly below 0.50, composite reliability values exceeded 0.70, indicating acceptable convergent validity. For the Multi-Measure Agentic Personality Scale, one item (Item B11) was removed due to a low and negative factor loading. Further analyses revealed that the factor of internal focus of control did not meet acceptable psychometric criteria, with a composite reliability value of 0.41 and an average variance extracted value of 0.27. Consequently, this factor was removed. The final three-factor model, comprising self-esteem, purpose in life, and self-efficacy, demonstrated excellent fit (χ²/df=2.30; RMSEA=0.051; CFI=0.972; TLI=0.961), alongside satisfactory reliability. The data were analysed using AMOS v24. CFA was first applied to test the measurement models, followed by SEM to examine the hypothesised predictive relationships. Model fit was evaluated using the chi-square to degrees of freedom ratio, RMSEA, CFI, GFI, and SRMR. Conclusions, Expected Outcomes or Findings The predictive role of multi-measure agentic personality traits was examined for global citizenship among pre-service teachers in higher education using SEM. It was found that agentic personality contributes selectively to the dimensions of global citizenship, particularly global competence, while showing limited explanatory power for civic-oriented outcomes. The final structural model demonstrated excellent goodness-of-fit to the data (χ²/df=1.85; RMSEA=0.042; CFI=0.95; GFI=0.93; SRMR=0.043), which indicates that the proposed relationships adequately represented the observed data. Path analyses revealed that self-esteem had a strong and positive predictive effect on global competence (β=0.49; p<0.001), while self-efficacy also significantly and positively predicted global competence (β=0.31; p<0.001). These findings suggest that pre-service teachers who perceive themselves as confident and capable are more likely to feel competent in global issues and intercultural contexts. In contrast, purpose in life did not significantly predict global competence (β=−0.05; p>0.05). None of the agentic personality traits demonstrated statistically significant predictive effects on social responsibility or global civic engagement (p>0.05). These non-significant relationships indicate that while agentic personality enhances perceived global competence, it does not directly contribute to attitudes of social responsibility or active engagement at the global level. Overall, the findings point to a clear distinction between perceived global competence and civic or behavioural dimensions of global citizenship. While agentic personality strengthens pre-service teachers’ sense of global competence, it is not sufficient to promote social responsibility or global civic engagement. These results suggest the need for experiential learning, civic-oriented pedagogies, and institutional support within teacher education programmes. References Atak, H., Kapci, E. G., & Cok, F. (2013). Evaluation of the Turkish version of the multi-measure agentic personality scale. Dusunen Adam Journal of Psychiatry and Neurological Sciences, 26(1), 36. https://doi.org/10.5350/DAJPN2013260104 Bandura, A. (1989). Human agency in social cognitive theory. American psychologist, 44(9), 1175–1184. https://doi.org/10.1037/0003-066X.44.9.1175 Cote, J. E. (1997). An empirical test of the identity capital model. Journal of Adolescence, 20(5), 577–597. https://doi.org/10.1006/jado.1997.0111 Gezer, M., & Ilhan, M. (2023). Adaptation of the global citizenship scale-short form (GCS-SF) into Turkish. Baskent University Journal of Education, 10(1), 135–147. https://dergipark.org.tr/tr/download/article-file/4277942 Goren, H., & Yemini, M. (2017). Global citizenship education redefined–A systematic review of empirical studies on global citizenship education. International journal of educational research, 82, 170–183. https://doi.org/10.1016/j.ijer.2017.02.004 Hartung, C. (2017). Global citizenship incorporated: Competing responsibilities in the education of global citizens. Discourse: Studies in the Cultural Politics of Education, 38(1), 16–29. https://doi.org/10.1080/01596306.2015.1104849 Lo, K. W. K., Kwan, K. P., Chan, S. C. F., & Ngai, G. (2016, 10–12 January). Cross-cultural validation of the global citizenship scale for measuring impacts of international service-learning in Hong Kong setting. The Proceedings of 3rd International Conference on Service-Learning (pp. 12–17), The Hong Kong Polytechnic University, Hong Kong. Morais, D. B., & Ogden, A. C. (2011). Initial development and validation of the global citizenship scale. Journal of Studies in International Education, 15(5), 445–466. https://doi.org/10.1177%2F1028315310375308 Reysen, S., & Katzarska-Miller, I. (2013). A model of global citizenship: Antecedents and outcomes. International Journal of Psychology, 48(5), 858–870. http://dx.doi.org/10.1080/00207594.2012.701749 UNESCO. (2015). Global citizenship education: Topics and learning objectives. UNESCO. Retrieved from https://www.unesco.org/sites/default/files/gcedtopicsandlearningobjectives_01.pdf United Nations (UN). (2023). Sustainable development goals fast facts: What is sustainable development? Retrieved from https://www.un.org/sustainabledevelopment/blog/2023/08/what-is-sustainable-development/ 10. Teacher Education Research
Paper Recognition of Foreign Teacher Qualifications in Germany. An Empirical Analysis of the Recognizing Authorities’ Perspective Friedrich-Alexander-Universität Erlangen-Nürnberg, Germany Presenting Author:There has been an increase in the international mobility of teachers in recent decades (Caravatti et al. 2014) However, teacher certificates are often tied to national borders and are not (fully) recognized in other national contexts (Krause et al. 2023). This contribution suggests that the non-recognition results from the teaching profession being still a “national” profession, closely linked to the process of nation-building (Tröhler 2019). Previous research on international teacher mobility in Germany has addressed many crucial aspects, e.g., the recognition in society (Terhart H. 2022), the acquisition of the professional language (Lialiou et al. 2024) and the recognition of their certificates (George 2021, Schüssler et al. 2023, Wojciechowicz & Vock 2024). So far, the recognition of certificates has mainly been considered from the perspective of teachers trained abroad, highlighting – amongst other things – the following aspects:
However, research lacks a comprehensive description of the recognition procedure from the perspective of the competent persons. This study focuses on the recognition procedure for teaching qualifications acquired abroad in Germany from the perspective of the responsible persons. This is highly relevant for two reasons: on the one hand, competent authorities have a margin of discretion when deciding about non-recognition – not only in the teaching profession (Rakhkochkine & Müller 2014, Sommer 2015). Hence, to gain a deeper understanding onto how the margin of discretion is exercised when deciding about the (non-)recognition of foreign teaching qualifications, the perspective of the responsible persons is decisive. On the other hand, since previous research suggests responsible persons’ understanding of the teaching profession is influential for the decision (Rakhkochkine & Müller 2014, Sommer 2015). However, how those responsible for recognition in Germany understand teacher professionalism remains unknown. The study itself does not adopt one single definition of teacher professionalism but instead acknowledges the fact that there are different approaches to teacher professionalism (Terhart E. 2022), that can also be influenced by the (educational policy) context (Blömeke & Kaiser 2017; Tröhler 2019). Therefore, it is hardly possible to determine a universally valid definition. The study aims to describe the recognition practice and to reveal the understanding of teacher professionalism in the recognition procedure in Germany. In this study, the recognition procedure is characterized as a form of teacher assessment. Two strands of educational research on teacher assessment can be distinguished (König 2020): First, the identification of a teacher’s core task in relation to the (national) context and the focus on necessary competencies to fulfill these tasks. Secondly, the analysis of the assessment, which focuses i.a. the preparation of the assessors and, in particular, the underlying conceptions of teacher professionalism. The presentation is related to the later and addresses the following questions:
The research is expected to provide a description of the recognition process by outlining both the procedure for assessing foreign qualifications and the underlying understanding of teacher professionalism, thus providing information on how decisions on (non-)recognition is made. By focusing on the reasons for (non-)recognition, the study deepens the understanding of why international/European mobility is more complicated for teachers compared to other professions (e.g., doctors). Methodology, Methods, Research Instruments or Sources Used Considering the theoretical perspective and the research questions, it was crucial to gain insight into the perspective of the assessing institutions and the individual responsible for recognition. Due to the federal responsibility for education in Germany, there are 17 different competent authorities (one of the 16 German Federal States has two competent authorities). First the websites of the competent authorities were analyzed and the responsible persons identified. Subsequently, all competent authorities were contacted and requested to participate in a study with guideline-based interviews. However, as the recognition of foreign teacher qualifications is also a controversial and politically discussed topic, only ten authorities agreed to participate. In nine authorities, guideline-based expert interviews were conducted while one authority only provided written responses. The decision to conduct guideline-based expert interviews was based on the focal points derived from theory and the current state of research. To deepen the understanding of the assessment of foreign teacher qualifications in the recognition procedure, a foreign teacher qualification was used as a vignette in the interviews (Kandemir & Budd 2018). The experts were asked to describe their procedure step-by-step using the example. The collected data will be analyzed on the basis of a qualitative content analysis, withy categories being formed both deductively and inductively (Kuckartz & Rädiker 2024). The identified themes will be used to create a table containing a summary of the studied cases. On this basis, a thick description of the recognition process is created for each case (i.a. the involved actors and the use of the margin of discretion). In a case comparisons, similarities and differences between the cases are pointed out with particular emphasis on the understanding of teacher professionalism. This makes it possible to identity statements about the (assumed) specifics of teacher professionalism in Germany. Conclusions, Expected Outcomes or Findings At the time of the submission, all but one interviews have been conducted and transcribed. During the conference, the results to be presented are expected to provide a thick description of the recognition procedure, including aspects such as the preparation of those responsible for the recognition, the different actors involved in the recognition process, and the extent to which aspects such as teacher shortages in certain subjects and (educational) policy conditions influence the decision. Initial preliminary results reveal that those responsible for recognition take different approaches to exercising their margin of discretion in the procedure while all interviewed actors aim to support foreign trained teachers in pursuing a career in Germany. With regard to the understanding of teacher professionalism, initial results point to the central importance ascribed to German language skills. References Blömeke, S. & Kaiser, G. (2017). Understanding the Development of Teachers’ Professional Competencies as Personally, Situationally and Socially Determined. In D. J. Clandinin & J. Husu (Eds.) The SAGE Handbook of Research on Teacher Education (783-802). SAGE. Caravatti, M.-L., McLeod Lederer, S., Lupico, A., & Van Meter, N. (2014). Getting teacher migration and mobility right. Education International. George, R. (2021). „Verschenkte Chancen?!“ GEW. Kandemir, A. & Budd, R. (2018). Using Vignettes to explore reality and values with young people, FQS – Forum: Qualitative Social Research 19(2). König, J. (2020). Beurteilung und Zertifizierung von (angehenden) Lehrerinnen und Lehrern. In C. Cramer, J. König, M. Rothland & S. Blömeke (Eds.). Handbuch Lehrerinnen- und Lehrerbildung (376-384). Verlag Julius Klinkhardt. Krause, S., Proyer, M. & Kremsner, G. (2023). Reframing the Teacher in an Age of Migration. Concluding Thoughts. In S. Krause, M. Proyer & G. Kremsner (Eds.). The making of teachers in the age of migration (239-251). Bloomsbury publishing. Kuckartz, U. & Rädiker, S. (2024). Qualitative Inhaltsanalyse. Methoden, Praxis, Umsetzung mit Software und künstlicher Intelligenz. Beltz Juventa. Lialiou, I., Rotter, C. & Pfaff, N. (2024). Sprachliche Perfektion als Norm professionellen Handelns. In B. Fritzsche, N. Khakpour, C. Riegel, M. Scheffold & S. Warkentin (Eds.). Bildung im Kontext von Flucht und Migration (139-155). transcript Verlag. Przyborski, A. & Wohlrab-Sahr, M. (2014). Qualitative Sozialforschung. Ein Arbeitsbuch. 4., erweiterte Auflage. Oldenbourg Verlag. Rakhkochkine, A. & Müller, C. (2014). Bericht zum Thema. „Rahmenbedingungen und Anforderungen für den Einsatz von Lehrkräften aus dem EU-Ausland an sächsischen Schulen: Anerkennung von Lehramtsabschlüssen“. Unveröffentlichtes Manuskript. Schüssler, R., Hachmeister, S., Auner, N., Beaujean, L. & Göke, C. (2023). Beruflicher Wiedereinstieg internationaler Lehrkräfte in Deutschland. In R. Schüssler, S. Hachmeister, N. Auner, K. D’Herdt, & O. Holz (Eds.). Internationale Lehrkräfte für die Schule von morgen. (69-106). Waxmann. Sommer, I. (2015). Die Gewalt des kollektiven Besserwissens. transcript Verlag. Terhart, H. (2022). Teachers in Transition. A Biographical Perspective on Transnational Professionalisation of Internationally Educated Teachers in Germany. European Educational Research Journal 21(2), 293-311. Terhart, E. (2022). Bilder zum Lehrerberuf – Beobachtungen und Reflexionen. In D. Matthes & H. Pallesen (Eds.). Bilder von Lehrer*innenberuf und Schule (39-54). Springer Fachmedien. Tröhler, D. (2019). Die Ausbildung zukünftiger Lehrpersonen im Schnittfeld von nationalen Denkstilen und hegemonialen Aspirationen. In S. Doff (Eds.). Spannungsfelder der Lehrerbildung (172-191). Verlag Julius Klinkhardt. Wojciechowicz, A. A. & Vock, M. (2024). Berufserfahrene Lehrkräfte mit Qualifikation aus dem Ausland. Hürden beim Zugang zum Schuldienst. jlb 24(1), 92-98. | ||