A r c h i v e d  I n f o r m a t i o n

Teacher Preparation and Teachers' Lives in Germany

Ute Specke

Each workday, hundreds of thousands of teachers walk, bike, or drive to schools across Germany (Schulz 1990). With teaching a popular profession in Germany, a large number of incoming university students begin a course of study in education each year. In 1980, for example, more than 20 percent of all incoming students at German universities began a Lehramtstudium (teacher-training program). A decade later, in the face of declining enrollment in the schools and high unemployment for teachers, almost 16 percent of incoming university students were studying to become teachers (Sekretariat der Ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland [KMK] 1993a). In 1991, almost 41,500 students entered teacher training programs at German universities out of a total of 254,193 new university students (KMK 1993a).

Teacher-Training Programs

Students who choose to become teachers need to have the Abitur, the qualification for university admission (the comprehensive exit examination at the end of the 12th or 13th grade). There are no entrance examinations or particular requirements to pass in order to enroll in a teacher-training program at a German university. Students apply at the university of their choice. However, due to high enrollment, some states have attempted to limit the number of students entering teacher- training programs at universities. For example, in Nordrhein-Westfalen, prospective students must apply to a central agency (Zentralstelle fur die Vergabe von Studienplätzen, ZVS) which handles university admission and sends students to a particular university. In Baden-Württemberg, due to numerus clausus restrictions, only students with above-average grades can count on admission to teacher-training programs.

Teacher training in Germany is the responsibility of the individual states (Länder), operating under guidelines set by the Standing Conference of the Ministers of Education and Cultural Affairs (KMK). The KMK coordinates the work of the ministries of education in each of the 16 states. In each state, however, teacher training consists of two phases: university study and student teaching.

Phase 1: University Study (Lehramtstudium)

At the university, students pursue academic studies in their major subjects—the subjects they will teach—and in educational and social sciences. Students also receive training in didactics specific to their major subject areas and have the opportunity to apply their theoretical knowledge during several practica. The duration of university training depends on the level of school at which the student wants to teach, such as elementary or secondary. University studies for elementary and middle schools require at least 3.5 years, while studies for Gymnasium or vocational schools require at least 4.5 years. University training is completed with a comprehensive exit examination called the First State Examination (Erstes Staatsexamen). Passing the First State Examination is synonymous with attaining a university degree and is the prerequisite for entrance into the second phase of teacher training, directed student teaching.

Phase 2: Student Teaching

The second phase of teacher training, directed student teaching (known as either Vorbereitungsdienst or Referendarzeit), lasts for 2 years, during which the student teaches in a school under the supervision of a mentor and participates in accompanying seminars on issues related to teaching. Upon completion of student teaching, the student takes the Second State Examination (Zweites Staatsexamen) (Führ 1989).

Recent Changes in Teacher-Training Programs

Prior to the 1970s, elementary (Grundschule) and middle school (Hauptschule and Realschule) teachers were not trained at universities but rather at teacher-training colleges (pädagogische Hochschule). Gymnasium teachers, however, received in-depth training in their subject areas at universities. But during the 1970s and 1980s, most states integrated teacher training at all levels into university programs. It was believed that the universities would provide elementary and middle school teachers with a more academic foundation in their major subjects. Critics have questioned whether students receive an appropriate preparation for a teaching career at the large, crowded universities (Führ 1989).

German universities have historically focused on research and university teaching (Forschung und Lehre) rather than on training for the professions. Thus, professional teacher education programs are often fragmented throughout various university departments, requiring students to take courses in many departments. For example, a student who wishes to become a German and English teacher must take classes not only in German and English but in psychology, sociology, and pedagogy. In 1990, the KMK agreed on the minimum requirements for the number of courses in major subjects as well as in education and social studies for completion of teacher training (KMK 1992).

State education ministries formally stipulate course requirements and examination regulations for each school type or level of teaching, such as elementary, lower level secondary, and upper level secondary (Primarstufe, Sekundarstufe I, and Sekundarstufe II, respectively). Still, students enjoy considerable freedom in choosing particular courses in each of the disciplines required by the education ministry. However, in the current crowded university system, students often lack assistance and guidance in choosing relevant courses that will prepare them for a teaching career.

All states require a component of practical experience and classroom observation as part of university teacher-training programs. (The only exception is the state of Baden-Württemberg, which does not require a practical component in the training program for Gymnasium teachers.) However, the exact requirements for practical experience vary from state to state. These interstate differences in teacher education programs and certification requirements may pose difficulties for teachers or university students in education who wish to move to a different state.

Training for School Level Versus School Type

The type of teacher-training programs and requirements for teacher certification in a state are influenced by the state's political history and climate. States long controlled by the conservative Christian Democrats (CDU/CSU)—Baden-Württemberg, Bayern, Niedersachsen, Rheinland-Pfalz, Saarland, and Schleswig-Holstein—have maintained the tradition of training teachers for a specific type of school, such as Grundschule, Hauptschule, Realschule, or Gymnasium; whereas, states controlled by the liberal Social Democrats (SPD)—Bremen, Hamburg, Nordrhein-Westfalen, and, to some extent Berlin—have a system of training teachers for a specific level of school, such as Primarstufe, Sekundarstufe I, or Sekundarstufe II. In the SPD-controlled states, the teacher-training system was meant to serve as a forerunner to a reform of the entire school system. Training teachers for level rather than type of school facilitated introduction of a comprehensive secondary school, the Gesamtschule. Although the Gesamtschule proved unpopular, the new system of teacher training remains in effect in many states.

In states where teacher education programs are based on school type, new teachers are trained specifically to teach either in an elementary school (Grundschule), lower secondary school (Hauptschule or Realschule), or Gymnasium. In contrast, in those states where teacher education is based on school level rather than type, teachers are trained for either the elementary school level (Primarstufe) encompassing grades 1-4, lower secondary school level (Sekundarstufe I) encompassing grades 5-10, or upper secondary level (Sekundarstufe II) encompassing grades 11-13. (In Berlin, the elementary level includes grades 5 and 6.)

Teacher training based on school level increases the flexibility of new teachers. For example, a teacher trained at the Sekundarstufe I level is prepared to teach subjects in grades 5-10 at a Hauptschule, Realschule, Gesamtschule, or Gymnasium. Most important, training teachers for school level instead of school type fosters closer cooperation and professionalism among teachers for all types of schools and levels. This is achieved by strengthening the subject knowledge of elementary teachers and the practical knowledge of Gymnasium teachers. At least for the younger generation of teachers, the introduction of training for school level contributed to the dismantling of differences between teachers at different types of schools (Stallmann 1990). While the teaching profession as a whole has become more flexible as a result of the new training and certification system based on school level, the flexibility is particularly apparent for teachers at Hauptschule and Realschule, who now enjoy increased job options for teaching grades 5-10 at all types of schools.

In the end, teachers are classified according to several categories (KMK 1992). (Exceptions to the classification system exist in Hamburg, Berlin, and Bremen. In these cities, it is possible to become certified to teach grades 1-10. The training for this type of certification also differs from that described later.) The categories are as follows:

• Type 1: Teachers trained for elementary schools (Grundschule) or the primary level (grades 1-4);

• Type 2: Teachers trained for all schools (Hauptschule, Realschule, and Gymnasium) at the lower secondary level (grades 5-10);

• Type 3: Teachers trained for specific academic subjects at the upper secondary level in Gymnasien and Gesamtschulen (grades 11-13);

• Type 4: Teachers trained for specific vocational subjects at the upper level in vocational schools (Berufsschulen, grades 11-13); and

• Type 5: Teachers trained for special education at all levels in special education schools (Sonderschulen).

As table 16 shows, the largest percentage of students entering teacher-training programs in the former West Germany in 1991 studied at the Sekundarstufe II level in order to become certified as Gymnasium teachers (Type 3). The smallest percentage earned certification as Berufsschule (Type 4) teachers or became teachers at private schools such as Waldorf schools (KMK 1993a).

Table 16—Students entering teacher-training programs in the former West German States, by certification level and school type: 1991

Motivation for Choosing the Teaching Profession

What motivates individuals to become teachers? Surveys have indicated that the teaching profession is chosen for a variety of reasons, such as a desire to work with children, an academic interest in their major subjects, or the attraction of job security as a civil servant (Schwänke 1988). Overall, students were more attracted to teaching by intrinsic factors such as the nature of the work than by extrinsic factors such as salary or social status.

Although students still enroll in teacher-training programs despite high unemployment, teaching is often their second choice. A comparison of students' preferred field of study immediately after passing the Abitur with their actual enrollment in university programs indicated that, for many students, the teacher-training program was a second choice (Schwänke 1988). Students may have opted for their second choice if their first choice was one of the highly desirable and lucrative study programs—such as medicine, law, business, and many natural sciences—that have severe entrance restrictions (numerus clausus). If they were not accepted into restricted fields, they may have chosen teaching as a feasible alternative.

In other cases, indecisiveness about a career path may have led some students to teaching. For example, one survey revealed that more than half of the students who could not decide on a career path when they were about to finish the Abitur decided to enroll in a teacher-training program. One writer estimates that as many as one-third of all students who are enrolled in teacher training programs chose this path because they were not accepted into a restricted field or could not decide on a career path (Schwänke 1988).

Overview of Phase I: University Study

Elementary Teachers

Elementary teachers (Grundschullehrer) attend a university for at least 3 years (six semesters) and complete their studies for the First State Examination during an additional year. Students pursue a course of study in general education and choose at least one subject in which to concentrate. As part of the general education requirement, students preparing to be elementary school teachers take courses in the philosophy and history of education, teaching methodology, didactics, educational psychology, and a basic course in either philosophy, sociology, or political science. However, in some states, students at the elementary school level, along with students who will teach at other levels, take the same number of classes in education and related social sciences.

In addition to the general education requirements, some states stipulate other subjects in which elementary teachers must concentrate. For example, in Nordrhein-Westfalen, elementary school teachers must concentrate in mathematics and German in addition to their primary subject. To avoid the mathematics requirement for elementary school teacher certification, some students switch to the secondary school teaching level.

The majority of students who study to become elementary teachers are female. During the summer semester of 1994 at the University of Frankfurt, for example, of 325 beginning elementary education students enrolled, 12 were male (Traxler 1994). The small percentage of male students compared to female students may be due to the relatively low prestige elementary school teachers have when compared to other teachers. Elementary school teachers receive lower compensation and carry a heavier teaching load than teachers at other levels.

Lower Secondary School Teachers

Lower secondary school teachers (Realschullehrer and Hauptschullehrer) pursue a course of study similar to that of elementary school teachers for 3 or 4 years (6 to 8 semesters). The length of study depends on the requirements of the individual state. In contrast to elementary teachers, however, middle school teachers choose two specific subjects in which to concentrate from the outset.

GymnasiumTeachers

Gymnasium teachers study for a minimum of eight semesters at a university and must concentrate in two major subjects in addition to general education. In contrast to other teaching levels, the emphasis for Gymnasium teachers is on the academic content of their subject areas and not on pedagogical theory.

Comprehensive School (Gesamtschule) Teachers

Students wishing to become teachers at a Gesamtschule do not enroll in a particular training program for this type of school. Rather, they are trained according to the grade level they plan to teach. A typical Gesamtschule employs roughly 40 percent Hauptschule teachers, 30 percent Realschule teachers, 27 percent Gymnasium teachers, and 3 percent miscellaneous educators, such as vocational teachers, special education teachers, or school psychologists (Schulz 1990).

Vocational School Teachers

Teachers at vocational schools (Berufsschullehrer) study for 8 to 10 semesters. The length and form of teacher training, the major subject combinations offered, and the required practical component at vocational schools all vary from state to state. For example, in Hamburg a student cannot combine a major subject, such as nutrition and home economics, with a second subject, such as geography. The KMK has approved a general outline of studies and examinations for each of the following subject areas: agricultural science, biotechnology, chemical technology, construction, economics, electronics, graphic arts, metalworking, nutrition and home economics, public administration, social science, and textile science.

All states require that vocational school teachers complete an internship with a firm for 12 months or have previously completed a type of vocational training (Berufsausbildung). In addition to their main subject area, students must take classes in pedagogy and are required to study one interdisciplinary subject, such as biology, chemistry, German, English, religion or mathematics. Normally, students complete their studies with the First State Examination. However, in some cases it is possible to earn a diploma (Diplom), roughly equal to a master's degree in a single subject, instead of taking the state examination; this degree opens up additional possibilities for employment in industry (Bund-Länder-Kommission für Bildungsplanung und Forschungsförderung und Bundesanstalt für Arbeit [BLK] 1993).

Because many qualified students are attracted to more lucrative careers in industry, a low number of students are currently enrolled in vocational-teaching programs. Consequently, there is a deficit of vocational teachers in some subject areas. To satisfy this demand, qualified people from industry have been recruited and immediately accepted into the second phase of teacher training (Graf and Ronecker 1991).

Special Education Teachers

Teachers for special education (Sonderschullehrer/Förderschullehrer) study for 4 to 5 years (8 to 9 semesters). Students take courses in pedagogy, including courses in psychology, special education, and rehabilitation therapy. In addition, students choose two special education areas from among the following: learning difficulties, mental disabilities, behavioral disturbances, and speech difficulties. Depending on the requirements of the individual state, students study one or two general subjects—such as German, mathematics, or biology—in addition to their special education subjects. Teachers who are already trained for elementary and middle schools also have the opportunity to study special education for 2 more years (4 semesters) and gain certification as a special education teacher. Teachers who choose this route are not required to complete student teaching again (BLK 1993).

First State Examination (Erstes Staatsexamen)

All teachers, regardless of school type or level, finish their academic preparation for the teaching profession by passing the First State Examination. Passing the First State Examination confers the right to continue to the second stage of teacher training, practically oriented directed student teaching, which leads to the Second State Examination. The number of students passing the First State Examination has fallen since the beginning of the 1980s. For example, in 1980 alone, 32,342 students completed the First State Examination, compared with 10,269 in 1991 (KMK 1993a). This drop in the number of students who passed the first part of teacher training reflects, in part, the overall reduction in the number of jobs for new teachers throughout the 1980s.

The ministry of education in each state (Kultusministerium) is responsible for setting the basic requirements for teacher training and certification for students in that state. While the ministry of education develops the content of the First State Examination, the state examination board (Staatliches Prüfungsamt) is responsible for administering the examination. As a rule, the content of the First State Examination is as follows (KMK 1992):

• a written thesis (Staatsarbeit) in one of the student's two major subjects of study or in general education (Erziehungswissenschaft) (4 to 6 months in duration);

• written and oral examinations in all of the student's major subjects of study, including pedagogy or general education;

• oral examinations in some subjects; and

• a practical examination, which consists of a performance for students concentrating in art, music, physical education, or other technical fields.

Continued

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[Secondary Education in the Life of German Adolescents - References]

[Teacher Preperation and Teachers' Lives in Germany - Part 2 ]