Predictors of multilingual classroom practices of German primary teachers

被引：0

作者：

Neri, N. Cruz ^{[1
,2
]}

Schwenke-Lam, T. ^{[3
]}

Fuerstenau, S. ^{[1
]}

机构：

[1] Univ Hamburg, Von Melle Pk 8, D-21046 Hamburg, Germany

[2] Univ Bielefeld, Univ Str 25, D-33615 Bielefeld, Germany

[3] IU Int Hsch, Waterloohain 9, D-22769 Hamburg, Germany

来源：

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | 2025年 / 129卷

关键词：

Primary teachers; Multilingualism-related beliefs; Self-efficacy; Multilingual classroom practices; SELF-EFFICACY; BELIEFS; EXPECTATIONS; STRATEGIES; ATTITUDES; EDUCATION; SCHOOLS;

D O I：

10.1016/j.ijer.2024.102500

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Considering the steadily increasing number of multilingual students, it is essential for teachers to consider their students' multilingualism in school. While there is increasing research done regarding how teachers incorporate multilingualism in class, little is known what aspects predict teachers' multilingual classroom practices. Thus, the aim of this study was to examine several potential predictors of teachers' multilingual classroom practices. The analytic sample consisted of N = 494 German primary school teachers. Applying path analyses, we found that teachers' multilingualism-related beliefs and multilingualism-related self-efficacy correlated with their multilingual classroom practices directly. Furthermore, many indirect effects of demographic and sociocultural characteristics on teachers' multilingual classroom practices through their multilingualism-related beliefs and multilingualism-related self-efficacy were found. Implications and limitations are discussed.

引用

页数：11

共 64 条

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