Culturally, linguistically or religiously heterogeneous classes are part of everyday life at many schools. But what does this mean for subject teaching?
This question was explored in the pilot study "Migration-related diversity in the classroom". With the help of qualitative interviews and a structured survey, the study investigated whether and in what way teachers at general education schools take into account the national, cultural, linguistic or religious backgrounds of their students when planning and conducting subject lessons. Of particular interest was the question of what impact class composition has on the selection, assessment, and use of instructional materials. At the same time, curricular specifications related to diversity and intercultural learning as well as representations of migration in textbooks were analyzed. This combination of empirical research and theoretical analysis allowed for a holistic perspective on teacher action, taking into account not only teachers' behaviors, but also the expectations placed on them and the teaching materials available.
As a result, it can be stated that a multitude of orientations can be identified, which are reflected in no less a number of different ways in which teachers perceive, act and evaluate. The study thus points to the complexity of the tension between theoretical demands on teacher competencies and practical challenges of everyday school life.
