Follow-up project: MIKS II – Dissemination of a professionalisation and school development concept in an age of new migration


The objective of MIKS II (2016-2019) is to adapt the professionalisation and school development concept developed in MIKS I to primary schools that have received large numbers of newly arrived pupils. It is being circulated in 18 schools in North Rhine-Westphalia (NRW) via a training programme for designated ‘disseminators’, run in cooperation with LaKI, the regional coordination unit for local integration centres there. The disseminators work for the local integration centres as teacher trainers.

The research team initially communicates the MIKS concept to 13 teacher trainers via a targeted training programme. These teacher trainers then implement the concept in the project schools as part of a qualification process for staff in the field of multilingualism. Depending on the size and capacities of each school, either the whole staff or a selected group take part. The training and qualification sessions take place over an 18-month period and include content-based modules as well as sessions for guided reflection.

What is investigated?

The MIKS II intervention comprises two levels: (1) training for disseminators (training the trainers), (2) qualification of staff at the school level by the disseminators (teacher trainers).

The overarching research question is as follows: In an age of new migration, how can teacher trainers be supported to implement the MIKS professionalisation and school development concept?

Both the training of teacher trainers and the processes and effects in the project schools are being scientifically evaluated. The training is evaluated via a questionnaire survey and group interviews with the teacher trainers. Extensive and detailed field notes are taken during all training sessions. In the project schools, questionnaire surveys are conducted among the staff prior to and following completion of the qualification phase. Comparison schools also take part in the survey. The head teachers in the project schools are interviewed before and after the qualification phase. Four of the 18 project schools are focus schools, and the qualification sessions and some lessons are observed (participatory observation).

Expected outcomes

This research intervention project is expected to shed light on:

  • The quality criteria for a ‘training the trainers’ programme in the field of multilingualism;
  • Processes of professionalisation and school development in primary schools that implement the MIKS concept;
  • Experiences with multilingual teaching approaches in primary schools with large numbers of newly arrived pupils.

Dealing with migration-related multilingualism in a productive way, as part of a school development process that is sensitive to migration, is an educational policy aim in North Rhine-Westphalia (NRW). The teacher trainers who participate in MIKS II will continue to implement the MIKS concept in schools even after the completion of the project. Furthermore, it is possible that the concept could be transferred to other federal states in Germany in the future. The MIKS concept for professionalisation and school development can also be adapted to secondary schools.

Implications for educational practice