Germany's ECEC workforce: a difficult path to professionalisation

Rauschenbach, Thomas; Riedel, Birgit

doi:10.1080/03004430.2015.1014811

Cited by 9 publications

(2 citation statements)

References 8 publications

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“…A main focus on teacher competence in Germany is linked to reforms. In Germany, the Standing Conference of Ministers of Education and Culture (Kultusminister Konferenz, 2004) has agreed detailed standards in subject and specific matters, as well as Bildungswissenschaften (including psychology, pedagogy, and sociology) (Rauschenbach & Riedel, 2016); these are recommendations in ministries of the different Lä nder for policy makers. These standards, broken down into specific and detailed lists of competences, are the bases for recognition and implementation of final examinations across the Lä nder.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This led to significant differences between the education of preschool children in Germany and the UK. Only over the last ten years, certain changes have occurred in Germany: there has been a change in approaches to the definition of professional competences and a change in the traditional concepts of the profession (Rauschenbach & Riedel, 2016).…”

Section: Source: Unesco (2011)mentioning

confidence: 99%

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The Formation of Key Competences in the Training Process of Preschool Education Specialists (Experience of the United Kingdom, Germany, Ukraine)

Zdanevych¹,

Kruty²,

Tsehelnyk³

et al. 2020

IJHE

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The article outlines the main prerequisites for the transformation of modern competences in the training process of preschool education specialists (experience of the United Kingdom, Germany, Ukraine). Differences in the training of future preschool education specialists are found in the structure and content of educational programs (curriculums), namely: the bachelor’s training of preschool teachers is applied in Germany, as well as master’s programs for training of preschool education specialists; the development of new forms and methods of teaching occupies an important place in advancing of professional teacher education in the UK; they make it possible to create the future teachers’ ability for independent and critical thinking, the practical application of acquired knowledge and experience in educational research, role-based and simulation modeling, and creative search. In terms of professional competences, the most advanced training system of preschool teachers is revealed in the UK. However, in Germany, the process of training specialists in preschool education area was determined by institutional decisions, where preschool education was a form of childcare and part of social security. The United Kingdom is characterized by a longstanding tradition of a detailed, comprehensive framework of teacher’s competences for training of preschool teachers. Therefore, one of the core competences is professionalism and standards in combination with such competences, as: values, knowledge and skills. As opposed to Germany and the United Kingdom, in Ukraine the formation of key competences in the process of training specialists in preschool education is primarily based on professional basic knowledge and skills, values and attitudes, motives of pedagogical activity.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Source: Unesco (2011)mentioning

confidence: 99%

The Formation of Key Competences in the Training Process of Preschool Education Specialists (Experience of the United Kingdom, Germany, Ukraine)

Zdanevych¹,

Kruty²,

Tsehelnyk³

et al. 2020

IJHE

View full text Add to dashboard Cite

show abstract

Profiles of German early childhood teachers’ pedagogical content beliefs and the relation to their competencies

Peters

Ehm

Wolstein

et al. 2022

Early Childhood Research Quarterly

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Problematising policies for workforce reform in early childhood education: a rhetorical analysis of England’s Early Years Teacher Status

Kay

Wood

Nuttall

et al. 2019

Journal of Education Policy

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This paper examines workforce reform in early childhood education in England, specifically the policy trajectory that led to implementation of the Early Years Teacher Status (EYTS) qualification in 2014. Taking a critical perspective on policy analysis, the paper uses rhetorical analysis to make sense of the how EYTS is understood within workforce reform. From an assemblage of salient policy documents, we report our critical analysis of two key texts: Foundations for Quality and More Great Childcare. Both documents identify policy levers and drivers for reform, but from markedly different perspectives and with contrasting recommendations. By using rhetorical analysis to examine how these policy texts construct not only problems but also preferred solutions, we illustrate the paradoxical nature of early childhood policy in England as it relates to aspirations to raise the status of the sector and improve quality through the implementation of EYTS. ARTICLE HISTORY

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Germany's ECEC workforce: a difficult path to professionalisation

Cited by 9 publications

References 8 publications

The Formation of Key Competences in the Training Process of Preschool Education Specialists (Experience of the United Kingdom, Germany, Ukraine)

The Formation of Key Competences in the Training Process of Preschool Education Specialists (Experience of the United Kingdom, Germany, Ukraine)

Profiles of German early childhood teachers’ pedagogical content beliefs and the relation to their competencies

Problematising policies for workforce reform in early childhood education: a rhetorical analysis of England’s Early Years Teacher Status

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