The "construction of a globalized world in which respect for diversity [is] a basis for social cohesion" (see conference call) requires schools that see "the benefits of multilingualism and pursue [multilingual] conceptions and frameworks in their teaching" (see symposium call). Such schools in turn require teachers who are accordingly committed and equipped.
This paper presents results of the qualitative interview study BeliefsMatter, which aims to contribute to the education of preservice teachers for language diversity in the majority language classroom. Based on the COACTIV model of professional competence in the context of teaching, beliefs are understood as one aspect of professional competence alongside others such as professional knowledge (Baumert & Kunter 2013, p. 29). Beliefs guide actions and can be influenced through knowledge and reflection (Pajares 1992; Pettit 2011); hence teacher education should further the development of certain professional beliefs through the acquisition of relevant knowledge and targeted reflection. Lucas and Villegas curriculum Linguistically-Responsive-Teaching (LRT) is one example for a curriculum that includes linguistic beliefs and understands the value for linguistic diversity as an element of linguistically responsive pedagogy (Lucas & Villegas 2011, 2013).
In their pre- and posttest evaluation (N = 27) of a seminar Fischer and Lahmann (2020) find, that the particular seminar had a positive impact on preservice teachers´ linguistic beliefs. Following up on these results, this paper analyses the effects of working with case vignetteswhich aim at beliefs about multilingualism in a seminar for prospective teachers. The data – 30 individual interviews – was collected in the summer semester of 2020 at the University of Tübingen in an online seminar. The study confirms that seminars can have a somewhat desirable effect on preservice teachers´ beliefs. Furthermore, the analysis of the interviews conducted gives insight into the process and influencing factors that lead to the confirmation or change of certain beliefs.
Baumert, J., & Kunter, M. (2013). The COACTIV model of teachers' professional competence. In Cognitive activation in the mathematics classroom and professional competence of teachers (pp. 25-48). Springer, Boston, MA.
Fischer, N., & Lahmann, C. (2020). Pre-service teachers' beliefs about multilingualism in school: an evaluation of a course concept for introducing linguistically responsive teaching. Language awareness, 29(2), 114-133.
Lucas, T., & Villegas, A. M. (2013). Preparing Culturally Responsive Teachers. Laying the Foundation in Preservice Teacher.
Lucas, T., & Villegas, A. M. (2011). A framework for preparing linguistically responsive teachers. In T. Lucas (Ed.), Teacher preparation for linguistically diverse classrooms (pp. 55-72). Routledge.
Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
Pettit, S. K. (2011). Teachers' beliefs about English language learners in the mainstream classroom: A review of the literature. International Multilingual Research Journal, 5(2), 123-147.
