Ausbildung und Fortbildung von Lehrern für Kinder ausländischer Arbeitnehmer in Nordrhein‐Westfalen

Abstract

ABSTRACT Boos‐Nünning, U., “Ausbildung und Fortbildung von Lehrern für Kinder ausländischer Arbeitnehmer in Nordrhein‐Westfalen — Aktivitäten und Konzeptionen der Forschungsgruppe für Ausbildung von Lehrern für Ausländerkinder (ALFA)” Revue ATEE Journal 4 (1982) 171‐190. In the debate on the improvement of the academic situation of migrants’ children, special importance is being given to the training — initial and in‐service — of their teachers. As is postulated more and more frequently, all teachers should get specific training since most of them will have to teach children of migrant workers. The ALFA group's contribution to the qualification of the teaching force has been threefold : — initial training at the Pädagogische Hochschule Rheinland, Abt. Neuss (Rhine Institute of Teacher Education, Section Neuss, now dismantled) and at the Universität Essen — Gesamthochschule (University of Essen — Institute of Higher Education), starting in 1969 and 1980, respectively; — in‐service training of German teachers for migrants’ children, as a pilot project sponsored by the Bund‐Länder‐Kommission (Joint Central and Federal Governments Committee), from 1972 to 1976; — in‐service training of foreign (Italian and Greek) teachers working in reception classes, as a pilot project sponsored by the Commission of the European Communities, in 1977 and 1978. As regards the further planning of teacher training, it will be necessary to establish this option as an examination subject, to warrant its continuity with regards to personnel, contents and institutions and finally to develop multidisciplinary cooperation of researchers and instructors as well. Such planning will have to: — take into account the consequences resulting from the fact that an ever growing proportion of the children will belong to the “second generation”; — cater for their numerous entry into upper schools, especially in vocational training; — foster the co‐operation of indigenous and foreign teachers; — revise and enlarge curriculum contents in teacher training so as to meet the educational needs of the actual generation of migrants’ children; — devise and set up institutional structures which allow the training — initial and in‐service — of as many teachers as possible.