European countries are becoming more and more diverse due to global migration processes. Both Austria and Switzerland are now characterized by heterogenous populations (Statistik Austria und Kommission für Migrations- & Integrationsforschung, 2017). With regards to education in these countries, teacher training has become a challenge for two reasons: teacher training institutions are expected to (1) enable student teachers’ to best meet pupils´ diverse needs and backgrounds, and (2) attract more student teachers with migration background, as they represent diverse groups of pupils in the classrooms. In line with these endeavours, the Austrian law for teacher training experienced a fundamental change in 2013. For example, with regards to assessment procedures students with another first language than German may no longer be refused because of a lack of language competencies. This law is in accordance with initiatives encouraging diversity management strategies in teacher training universities, which view diversity as a resource rather than a hindering factor (Georgi, Ackermann & Karkas, 2011; Gomolla & Ratke, 2009). Theoretical reflections are no longer suggesting the emphasis on differences. The focus is now on the processes that leads to the perception of differences (Edelmann et al., 2015). Hence, two teacher training colleges from Austria and Switzerland were interested in student teachers’ perceptions of teachers´ migration background (Akkaba, Bräu & Zimmermann et al., 2013). Focusing on its relevance for teaching and collaboration with parents, two group discussions with 5 participants in each case, one group (A) with and one group (B) without migration background were conducted. The analysis identified quite different perspectives (Matic, 2016). Whereas group A considered the migration background as helpful for communicating and teaching pupils also experiencing migration biography, group B judged it as less important. Regarding the relationship with parents, group A judged teachers´ migration experience as significant, mentioning the positive role as mediators. In contrast, group B argued that parents could express reservations towards migrated teachers. Further, student teachers´ perceptions with regards to teaching will be presented in the presentation. The comparative analysis is currently taking place. Austrian results will be contrasted with statements from the Swiss counterparts. Differences are expected regading different teacher recruitment processes. The results will provide suggestions to reflect the diversity among student teachers and its processes leading to the perception of differences. As a consequence they should illustrate and support the acknowledgement of student teacher diversity, both in teacher education and career.

Akbaba, Y., Bräu, K., & Zimmermann, M. (2013). Erwartungen und Zuschreibungen. Eine Analyse und kritische Reflexion der bildungspolitischen Debatte zu Lehrer/innen mit Migrationshintergrund. In K. Bräu, V. B. Georgi, Y. Karakaşoğlu, & C. Rotter (Hrsg.), Lehrerinnen und Lehrer mit Migrationshintergrund: Zur Relevanz eines Merkmals in Theorie, Empirie und Praxis (S. 37–57). Münster ua: Waxmann. Edelmann, D., Bischoff, S., Beck, M. & Meier, A. (2015). More students with migration backgrounds at Universities of Teacher Education. Theoretical reflections and empirical insights on potential aspects and challenges from the perspectives of pre-service teachers and lecturers. Tertium Comparationis. Journal für International und Interkulturell Vergleichende Erziehungswissenschaft, 21(2), 205-224). Georgi, V. B., Ackermann, L. & Karkas N. (2011). Vielfalt im Klassenzimmer. Selbstverständnis und schulische Integration von Lehrenden mit Migrationshintergrund in Deutschland. Münster: Waxmann. Gomolla, M., & Radtke, F.- O. (2009). Institutionelle Diskriminierung: Die Herstellung ethnischer Differenz in der Schule (3. Auflage). Wiesbaden: VS Verlag. Matic, M. (2016). Lehrpersonen mit Migrationshintergrund: Ihre Bedeutung aus der Perspektive von Studierenden im Rahmen der PädagogInnenausbildung. Unveröffentlichte Bachelorarbeit. Pädagogische Hochschule Vorarlberg. Statistik Austria & Kommission für Migrations- und Integrationsforschung der ÖAW (2017). Migration und Integration. Zahlen. Daten. Indikatoren. Wien.