Abstract
Teachers who immigrated or fled to Germany are required to complete additional studies to improve their chances of being granted full mployment in their profession. The (re-)qualification program IGEL provides lateral entry into university. We present findings from a survey of the program’s participants, summarize how they imagine working as a teacher in German schools, compare how teacher training and being a teacher differ in Germany and their countries of origin, and the ways in which the (re-)qualification program supports them. Amongst other things, the results of the survey show that, at the beginning, despite primarily expecting language difficulties, the participants are instead confronted with structural challenges. Moreover, despite being motivated and accepting of the fact that they have to attend university again, they would rather start working in schools straight away, thus reflecting their wish for a more practical learning experience in the form of on-the-job training. Lastly, we discuss
their perception against the backdrop of German professional standards and the consequences of the split responsibilities of the school system and universities for teacher education and on-the-job training.