INCA Education around the world
Germany : Initial Teacher Training
7.3.1 Control
7.3.2 Types of training courses and institutions
7.3.2.1 Admissions
7.3.3 Trainers
7.3.4 Curriculum for initial teacher training
7.3.5 Qualifications and standards
7.3.5.1 Qualifications and entitlement to teach
7.3.5.2 Probationary periods
7.3.6 Post-qualification induction periods
Please note that the initial teacher training sections of the website were originally funded by the Training and Development Agency for Schools (TDA). They have not been updated since March 2009 and the information provided in them may have been superseded.
7.3 Third phase, compulsory lower secondary education, ages 10 (or 12) -15/16 (depending on the Land) [see 3.2.3]
7.3.1 Control
Training of teachers for all types of school is regulated by the Ministries of Education and Cultural Affairs of the Länder and 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
7.3.2 Types of training courses and institutions
Teacher training is divided into two stages, a course of higher education and practical teacher training. Teacher training courses are offered at universities, technische Hochschulen/technische Universitäten, colleges of education (pädagogische Hochschulen) and colleges of art and music. Practical teacher training in the form of a preparatory service (Vorbereitungsdienst) takes place in teacher training institutes (Studienseminare) and training schools.79
Teacher training courses for general lower secondary education usually last six or more years.162
For study courses at universities, some Länder have established, or are about to establish, institutions [e.g. centres for teacher training] which coordinate teacher training between faculties and ensure adequate links between university study and practical teacher training.79
7.3.2.1 Admissions
The basic entry requirement for teacher training courses is the higher education entrance qualification (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 in specific cases, 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 See section 7.3.7.2. in addition.
7.3.3 Trainers
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 pedagogy and methodology. Selection of teacher trainers is on the basis of competitive examination.163
7.3.4 Curriculum for initial teacher training
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 general 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 teacher training (preparatory service - Vorbereitungsdienst). The first period of training includes:
- A specialist component (including subject-related pedagogy) including the study of at least two subjects or subject areas.
- An educational science component with compulsory study of educational theory and psychology; plus a choice of additional study areas (e.g. philosophy, social sciences/politics and theology).
- Teaching practice, sometimes of several weeks' duration, accompanying courses of study.79
In addition, teacher training also covers issues concerning special education. 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 training and examinations 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 the first two components mentioned above, in the form of standard periods of study (Regelstudienzeiten) and hours of attendance each 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 new standards make a distinction between requirements for teachers of lower and upper secondary students (ages 10 to 16 and 16 to 19 respectively).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; these set out in detail what trainee teachers must know by the end of their studies. The new requirements are intended to ensure:
- Comparability of objectives and requirements for teacher training programmes between the Länder.
- Mobility for teacher training students within the German higher education system.
- Mutual recognition of teaching qualifications between the Länder. 169
First stage of teacher training: Studies at a higher education institution
Teaching career type 2: General teaching careers at primary level and all or individual lower secondary level school types
Training for a teaching career within this category corresponds largely to that for a type 1 teaching career (see 7.2.4). Depending on the Land a teaching qualification can be acquired both for the primary level and for certain lower secondary school types or for the entire lower secondary level. Study of selected subjects at an academic level is geared partly to the relevant type of school or school level.79
Teaching career type 3: Teaching careers at all or individual lower secondary level school types
The courses for teaching careers included in this group lead to teaching qualifications for all or for specific lower secondary level school types. As a rule the programme is a seven semester course of study of at least two subjects with a total of between 120 and 160 aggregate hours of weekly attendance, together with appropriate incorporation of subject-related pedagogy and an accompanying course in educational science. Students are also expected to complete at least one guided pedagogical/subject-related teaching placement. Placements completed outside the school sector can also be used to complement the training.79
Second stage of teacher training: Preparatory service
For all teaching careers, studies at a university or equivalent institution of higher education are 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 type of teaching career, this involves sitting in on lessons, guided and independent teaching at training schools, and studies in educational theory and subject-related pedagogy at teacher training colleges 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
7.3.5 Qualifications and standards
7.3.5.1 Qualifications and entitlement
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). Teaching courses conclude with the examination known as the Erste Staatsprüfung (First State Examination) which entitles the holder to be accepted into the state preparatory service (Vorbereitungsdienst).79
It is the task of the Länder examination boards, which are subordinate to the ministries responsible for the school system in the Länder, to hold the First State Examination. This usually consists of the following:
- A dissertation in the first or second subject or in educational science.
- A written and oral examination in the subjects studied, mainly on academic aspects of the subject, but possibly also on subject-related teaching methodology.
- An examination in educational science.
- Where appropriate, a practical examination in artistic/cultural or technical subjects and sport.79
The preparatory service (Vorbereitungsdienst) 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:
- A major written paper relating to educational theory, pedagogical psychology or the pedagogy of one of the subjects studied.
- A practical teaching examination involving demonstration lessons in the chosen subjects.
- An examination on basic questions of educational theory, educational and civil service legislation and school administration and, occasionally, on sociological aspects of school education.
- Aan examination on pedagogical and methodological issues in the subjects studied.79
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
7.3.5.2 Probationary periods
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 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 the applicants. In such cases, 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 has a duration of 2.5 years (higher service) or three years (senior service) and which, under certain circumstances, may be reduced or extended (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
7.3.6 Post-qualification induction periods
See 7.3.5.2.
