Training of teachers for all types of schools is regulated by the Ministries of Education and Cultural Affairs of the Länder and by Land legislation. The relevant statutory provisions include teacher training legislation, Studienordnungen (study regulations) for teacher training courses, Prüfungsordnungen (examination regulations) for the First State Examination (Erste Staatsprüfung), Ausbildungsordnungen (training regulations) for the preparatory service (Vorbereitungsdienst) and examination regulations for the Second State Examination.79
Examinations (First and Second Staatsprüfungen) are conducted by the state examination authorities or boards of the Länder.79
Teacher training is basically divided into two stages, a course of higher education and practical pedagogical training. Teacher training courses are offered at universities, technische Hochschulen/technische Universitäten, colleges of education (pädagogische Hochschulen) and colleges of art and music. Practical pedagogical training in the form of a preparatory service (Vorbereitungsdienst) takes place in teacher training institutes (Studienseminare) and training schools.79
For study courses at universities, some Länder have established or are about to establish institutions [e.g. centres for teacher training] to coordinate teacher training between faculties and to guarantee appropriate links with, and the quality of, teaching practice.79
The basic entry requirement for teacher training courses is the higher education entrance qualification (Allgemeine Hochschulreife), which is acquired after attending school for 12 or 13 years and passing the Abitur examination. It can also be attained in other ways, for example by adults who successfully complete a course of evening classes, or, in certain cases, following the successful completion of a non-university course of training in the tertiary sector.79
A pass in the First State Examination (Erste Staatsprüfung) is the requirement for admission to the preparatory service (Vorbereitungsdienst). In order to meet short-term demands in understaffed subjects, a Diplom or a Magister examination can replace the First State Examination.79
There are no special regulations regarding teacher trainers. However, trainers are expected to have successfully taken part in in-service training, to have passed examinations with excellent marks, to have an outstanding teaching record and, sometimes, to have published articles on didactics/pedagogy and methodology. Selection of teacher trainers is on the basis of competitive examination.163
The various careers for which teachers are trained correspond to the levels and types of school in the Länder. In view of the resulting large number of different designations for teaching careers, the following six types of teaching careers can be distinguished for reasons of clarity:
Type 1: Teaching careers at the Grundschule or primary level.
Type 2: General teaching careers at primary level and all or individual lower secondary level school types.
Type 3: Teaching careers at all or individual lower secondary level school types.
Type 4: Teaching careers for general education subjects at upper secondary level or for the Gymnasium.
Type 5: Teaching careers in vocational subjects at upper secondary level or in vocational schools.
Type 6: Teaching careers in special education.79
In all Länder, training is divided into studies at a university or equivalent institution of higher education and practical pedagogical training (preparatory service - Vorbereitungsdienst). The first period of training includes:
In addition, teacher training also covers issues concerning special education.79
The agreements on the 'Reform of the structure of study in teacher training' (reached by the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in 1995), and the framework agreements on the training and examination for the six types of teaching careers (reached by the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in 1994, 1995 and 1997) stipulate set minimum standards for university courses and Vorbereitungsdienst in the form of standard periods of study (Regelstudienzeiten) and hours of attendance per week during a semester.79
There are also now common standards setting out the overarching competences that teachers in all Länder (federal states) are expected to acquire during initial teacher training. These have been in place since the 2005/06 academic year. Work began in developing these national teacher training standards as part of the Standing Conference of Ministers' focus on improving quality and comparability in education throughout Germany. In December 2004, the Standing Conference of Ministers adopted 'Standards for Teacher Training: Educational Sciences' (Standards für die Lehrerbildung: Bildungswissenschaften); these were adopted by the Länder at the start of the 2005/2006 academic year as the basis for the specific requirements of teacher training courses. The educational sciences include the scientific disciplines concerning educational processess, education systems and their basic conditions. Teacher training is to be evaluated regularly on the basis of these standards. 168
In October 2008, the Standing Conference reached a further agreement on national requirements for the subject content of teacher training programmes. A working group produced subject profiles in over 20 subjects, which set out in detail what trainee teachers must know by the end of their studies. The new requirements are intended to ensure:
First stage of teacher training: Studies at a higher education institution
Teaching career type 4: Teaching careers for general education subjects at upper secondary level or for the Gymnasium
Training for this type of teaching career involves a course of study generally lasting nine semesters (occasionally 12 semesters in the case of artistic subjects), with a total of 160 aggregate hours of weekly attendance in at least two subjects, including subject-related pedagogy. The course of study is designed to incorporate all academic aspects of the subjects being studied and to develop the student's ability to tackle complex issues and to work in a multidisciplinary and interdisciplinary manner. At least one period of practical training lasting several weeks is also required, as is at least one guided placement in pedagogy/subject-related didactics/pedagogy. Placements completed outside the school sector can also be used to complement the training.79
The principles for the First State Examination (Erste Staatsprüfung) for a teaching career at Gymnasien, and the general regulations on examination requirements for virtually all disciplines which can be chosen as examination subjects have been laid down in agreements reached by the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder. These contain fairly specific requirements which have been incorporated into the examination regulations of the Länder.79
Teaching career type 5: Teaching careers in vocational subjects at upper secondary level or in vocational schools
Teacher training incorporating a teaching qualification in subjects offered by vocational schools, both for subject-specific theory and general subjects, usually involves a nine-semester course of study, with a total of around 160 aggregate hours of weekly attendance. Students must also complete a period of work experience lasting at least 12 months which must be relevant to the vocational subject area chosen and which must be completed before the First State Examination (Erste Staatsprüfung).79
Under an agreement reached by the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder, about half of the course involves in-depth study of a vocational subject area. The other half includes study of educational science on the one hand and, on the other, study of a subject relevant to a number of occupational fields or of a general education subject, or study of an additional vocational subject area or of a subject area relating to special education. The study of subject-related didactics/pedagogy and practical teaching periods in schools are also part of the course.79
The following subject areas can be chosen for study:
Second stage of teacher training: Preparatory service (Vorbereitungsdienst)
For all teaching careers, study at a university or equivalent institution of higher education is followed by the Vorbereitungsdienst (preparatory service) as the second stage of teacher training. Generally lasting two years, and with the particular emphasis depending on the Land and the type of teaching career, this usually involves sitting in on lessons, guided and independent teaching at training schools and studies in educational theory and subject-related didactics/pedagogy at teacher training institutes (Studienseminare) which reappraise and consolidate experience gained through practical training.79
Some Länder plan to reduce the duration of preparatory service from two years to 18 months by, for example, awarding credits for semesters of practical teacher training or other courses in teaching practice.79
As with all courses of study in higher education, certain certificates are required for admission to examinations, and intermediate examinations have to be taken in teacher training courses. The details are regulated by Studienordnungen and Prüfungsordnungen (study and examination regulations). The teaching courses conclude with the examination known as the Erste Staatsprüfung which entitles the holder to be accepted into the state preparatory service (Vorbereitungsdienst).79
It is the task of the state examination boards, which are subordinate to the ministries responsible for the school system in the Länder, to hold the First State Examination (Erste Staatsprüfung). The examination usually consists of the following:
The preparatory service concludes with the Second State Examination. This is the prerequisite for ultimate employment in a teaching career, but does not guarantee a teaching position. It has to be taken before a state examination board or a state examination commission and usually consists of four parts:
Following the Second State Examination there is no legal entitlement to employment in teaching. An appointment to a permanent post is made within an application procedure according to the criteria of aptitude, qualifications and record of achievement, and on the basis of current vacancies. Teachers who are not taken on can apply for temporary posts such as providing cover for teachers on maternity/paternity leave.79
Following successful completion of the Vorbereitungsdienst (preparatory service) newly qualified teachers can apply for permanent employment at public-sector schools. Depending on the Land, the application should usually be sent to the Ministry of Education and Cultural Affairs or to the intermediate-level school supervisory authority. A decision on recruitment is taken centrally on the basis of job vacancies and according to the criteria of aptitude, qualifications and record of achievement. In some Länder, some positions are also advertised with the profile of a particular school in mind and the respective school takes part in selecting applicants. In such cases, the applications are sometimes sent directly to the respective school. However, the appointment is not made by the school itself but by the Ministry of Education and Cultural Affairs or by the intermediate-level school supervisory authority that reports to it. Successful applicants are usually appointed as civil servants on probation. The career structures for civil servants are divided into four levels: lower service, clerical service, higher service and senior service. According to this classification, teachers at Grundschulen and Hauptschulen come under the higher service level, and teachers at Realschulen, Gymnasien, Sonderschulen and vocational schools under senior service. During the probationary period, which for teachers has a duration of 2.5 years (higher service) or three years (senior service) and which, under certain circumstances, may be reduced or extended (up to a maximum of five years), a teacher's aptitude and performance are monitored with regard to his/her future appointment as a permanent civil servant.79
In some Länder teachers are taken on as salaried employees on the basis of fixed-term or open-ended employment contracts. This form of employment may also be used in order to provide cover for teaching staff who are on leave or sick, and in cases where the requirements for civil servant status are not met. Salaried teachers have a six-month probationary period.79
See 7.4.5.2.
In recent years, teacher training in the German Länder has been subject to evaluation and analysis of its effectiveness. Work undertaken by the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder and the Gemischte Kommission Lehrerbildung (Teacher Education Commission) has focussed on:
In October 2008, the Standing Conference reached an agreement on national requirements for the subject content of teacher training programmes. Together with the 2004 'Standards for Teacher Training: Educational Sciences' (Standards für die Lehrerbildung: Bildungswissenschaften), introduced in the 2005/06 academic year, (see 7.4.4.), this agreement forms the basis for the accreditation and evaluation of teacher training courses, meeting some of the targets set by the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder and the Gemischte Kommission Lehrerbildung (Teacher Education Commission).
Bachelor’s and Master’s degrees in teacher training
In some Länder, the reform of teacher training includes the implementation of the consecutive structure of study courses through course modularisation and the introduction of Bachelors' and Masters' degrees. The degrees obtained by successfully attending these teacher training courses are mutually acknowledged by the Länder if they meet the standards of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder as agreed in March 2002.79 In Rheinland-Pfalz, for example, the revised structure of teacher training has been offered as an option since 2005. The guiding objectives of the reform are professionalism in teaching, relation to teaching practice, degrees which qualify for various professions and reduction of the overall duration of teacher training . The revision includes university studies and the preparatory service (Vorbereitungsdienst) which is reduced to 12 months due to the crediting of practical teacher training. Periods of practical training are integrated into the courses of study, whilst the duration of the periods reserved for academic training remains unchanged. This is made possible by means of a consecutive and modular structure of study: a three-year Bachelor’s study course in two relevant specialist subject areas and in educational science. Students receive training for a particular type of school as well as general training independent of a particular type of school. For students who have successfully completed the Bachelor’s course of study, a Master’s study course with content related to a particular type of school is offered. The duration of the course is one year for teaching careers in Grundschule, Hauptschule and Realschule, 1.5 years for teaching careers in Sonderschulen, and two years for teaching careers in the Gymnasium. By successfully completing the degree courses, students obtain the Bachelor of Arts or Bachelor of Science and the Master of Arts or Master of Science respectively. To these degrees, a Diploma Supplement is appended which contains detailed information on the main areas of study as well as specifications on the types of school at which the holder of the qualification is entitled to teach. In addition to these academic degrees the two State Examinations remain. Courses and examinations passed within the Master’s course of study are credited towards the First State Examination (Erste Staatsprüfung) which remains obligatory.79
Seiteneinsteiger
Although all Länder agree that the recruitment to permanent teaching posts of applicants with formal teaching qualifications should be given priority, the employment of higher education graduates without formal teacher training (Seiteneinsteiger) is sometimes necessary in order to meet short-term demand in certain shortage subject areas. In 2002, 4.3 per cent of all newly recruited teachers in the public school sector, for example, had no formal teaching qualification. Measures include direct employment (predominantly in the vocational school system), either with or without accompanying pedagogical training, or the admission of higher education graduates with Diplom and/or Magister degrees to the preparatory service (Vorbereitungsdienst).79
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