Überzeugungen zu kultureller Vielfalt angehender Lehrkräfte

Abstract

Due to increasing transcontinental and transnational migration processes, teachers are confronted with new challenges regarding a growing linguistic and cultural heterogeneity of their students. Considering the (professional) handling of diverse cultural backgrounds, the beliefs and values of (prospective) teachers are of particular importance, since they are considered to be highly predictive for (later) teaching activities. Following this premise, the article examines the differential beliefs regarding cultural diversity in the school context of N = 296 student teachers. Furthermore gender differences and students’ personality traits are examined as influential factors on acculturation beliefs in regression analysis to explain differences between male and female students.