Skip to main content
SpringerLink
Log in

Teacher Education in Germany: A Holistic View of Structure, Curriculum, Development and Challenges

  • Chapter
  • First Online:
Teacher Education in the Global Era

Abstract

The institutionalized teacher education system in Germany has a long history that can be traced back to the nineteenth century. Even though some aspects remain almost unchanged, for example, a marked difference between the teacher education programs for primary and secondary school systems, the quality of the system has continuously improved over time and has undergone various transformations.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 149.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 199.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    Organisation for Economic Cooperation and Development.

References

  • Bauer, J., & Prenzel, M. (2012). European teacher training reforms. Science, 336(6088), 1642–1643.

    Google Scholar 

  • Blömeke, S. (2007). The impact of global tendencies on the German teacher education system. In M. T. Tatto (Ed.), Reforming teaching globally (pp. 55–74). Oxford: Symposium Books.

    Google Scholar 

  • Blömeke, S. (2009). Lehrerausbildung in Deutschland [Teacher education in Germany]. PÄD-Forum: unterrichten erziehen, 37/38(1), 5–8.

    Google Scholar 

  • Blömeke, S. (2014). Forschung zur Lehrerbildung im internationalen Vergleich [Research on teacher education in an international comparison]. In E. Terhart, H. Bennewitz, & M. Rothland (Eds.), Handbuch der Forschung zum Lehrerberuf [Handbook of research on the teaching profession] (2nd ed., pp. 441–467). Münster: Waxmann.

    Google Scholar 

  • Blömeke, S., Kaiser, G., Hsieh, F.-J., & Schmidt, W. H. (2014). International perspectives on teacher knowledge, beliefs and opportunities to learn TEDS-M results. Dordrecht: Springer.

    Google Scholar 

  • Boecker, S. K., & Drahmann, M. (2016). Lehrerarbeitsmarkt und -arbeitszeit [Job market and working hours for teachers]. In M. Rothland (Ed.), Beruf Lehrer/Lehrerin. Ein Studienbuch [Profession Teacher. A Record of Study] (pp. 49–60). Münster: Waxmann.

    Google Scholar 

  • Bölling, G. (2014). Internationalisierung der Lehrerbildung [Internationalisation of teacher education]. In Hochschulrektorenkonferenz (Ed.), Auf internationale Erfolge aufbauen. Beispiele guter Internationalisierungspraxis an deutschen Hochschulen [To build up on international successes. Examples of good internationalisational practices at German universities] (pp. 92–97). Bonn: Hochschulrektorenkonferenz.

    Google Scholar 

  • Bönsch, C., & Müller, U. (2013). Mobilität in der Lehrerbildung - gewollt und nicht gekonnt?! [Mobility in teacher education—wanted and not accomplische?!]. Gütersloh: Bertelsmann Stiftung, Centrum für Hochschulentwicklung, Deutsche Telekom Stiftung, Stifterverband für die Deutsche Wissenschaft.

    Google Scholar 

  • Craig, C. J. (2016). Structure of teacher education. In J. Loughran & M. L. Hamilton (Eds.), International handbook of teacher education (Vol. 1, pp. 69–136). Singapore: Springer.

    Google Scholar 

  • Döbrich, P., & Frommelt, B. (2004). Europäisierung und Reform der Lehrerausbildung in Hessen und Rheinland-Pfalz [Europeanisation and reform of teacher education in Hesse and Rhineland-Palatinate]. Jahrestagung am 26. und 27. März 2003. Frankfurt am Main: Gfpf/Dipf.

    Google Scholar 

  • Drahmann, M., & Huber, S. G. (2017). Aktuelle Entwicklungen und Herausforderungen in der Lehrerbildung. Ergebnisse aus einer Forschungsstudie in Deutschland, Österreich und der Schweiz [Current developments and challenges in teacher education. Results of a research study in Germany, Austria and Switzerland]. SchulVerwaltung Spezial, 19(5), 196–199.

    Google Scholar 

  • Dugarova, E., & Gülasan, N. (2017). Global trends. Challenges and opportunities in the implementation of sustainable development goals. New York, Geneva: United Nations Development Programme and United Nations Research Institute for Social Development.

    Google Scholar 

  • Eckhardt, T. (2017). The education system in the Federal Republic of Germany 2014/2015. Bonn: KMK.

    Google Scholar 

  • Federal Ministry of Education and Research. (2017). New approaches to teacher training Incentives from the programme ‘Qualitätsoffensive Lehrerbildung’. Bonn: Federal Ministry of Education and Research.

    Google Scholar 

  • Federal Statistical Office. (2016). Schulen auf einen Blick [Schools at a Glance]. Wiesbaden: Federal Statistical Office.

    Google Scholar 

  • Frederking, V., Heller, H., & Scheunpflug, A. (2005). Nach PISA. Konsequenzen für Schule und Lehrerbildung nach zwei Studien [After PISA. Consequences for schools and teacher education after two studies]. Wiesbaden: VS.

    Google Scholar 

  • Goetz, T., Jaritz, G., & Oser, F. (2011). Introduction. Objectives and contents. In T. Goetz, G. Jaritz, & F. Oser (Eds.), Pains and gains of international mobility in teacher education (pp. 1–6). Rotterdam: Sense.

    Google Scholar 

  • Hallitzky, M., Rakhkochkine, A., Koch-Priewe, B., Störtländer, J. C., & Trautmann, M. (Eds.). (2016). Vergleichende Didaktik und Curriculumforschung [Comparative research into didactics and curriculum]. Bad Heilbrunn: Klinkhardt.

    Google Scholar 

  • Hellekamps, S., & Musolff, H.-U. (2014). Forschung zur Geschichte und Entwicklung des Lehrerberufs in der frühen Neuzeit [Research on history and development of the teaching profession in the early modern age]. In E. Terhart, H. Bennewitz, & M. Rothland (Eds.), Handbuch der Forschung zum Lehrerberuf [Handbook of research on the teaching profession] (pp. 34–51). Münster: Waxmann.

    Google Scholar 

  • Huber, S. G., & Drahmann, M. (2017). The future of teacher training in research and practice (unpublished research documentation). Zug: University of Teacher Education Zug.

    Google Scholar 

  • Huber, S. G., Gördel, B.-M., Kilic, S., & Tulowitzki, P. (2016). Accountability in the German school system. In J. Easley II & P. Tulowitzki (Eds.), Educational accountability—International perspectives on challenges and possibilities for school leadership (pp. 165–183). London: Routledge.

    Google Scholar 

  • Jaritz, G. (2011). Developing a culture of (inter)national mobility in initial teacher training: Expectations, limitations and ways forward. In T. Goetz, G. Jaritz, & F. Oser (Eds.), Pains and Gains of international mobility in teacher education (pp. 7–24). Rotterdam: Sense.

    Google Scholar 

  • Jaritz, G., Goetz, T., & Oser, F. (2011). Conclusion. In T. Goetz, G. Jaritz, & F. Oser (Eds.), Pains and gains of international mobility in teacher education (pp. 93–96). Rotterdam: Sense.

    Google Scholar 

  • Kemnitz, H. (2004). Lehrerbildung in der DDR [Teacher education in the GDR]. In S. Blömeke, P. Reinhold, G. Tulodziecki, & J. Wildt (Eds.), Handbuch Lehrerbildung [Handbook of teacher education] (pp. 92–110). Bad Heilbrunn: Klinkhardt.

    Google Scholar 

  • Kemnitz, H. (2014). Forschung zur Geschichte und Entwicklung des Lehrerberufs vom 18. Jahrhundert bis zur Gegenwart [Research on history and development of the teaching profession from 18th century until present]. In E. Terhart, H. Bennewitz, & M. Rothland (Eds.), Handbuch der Forschung zum Lehrerberuf [Handbook of research on the teaching profession] (2nd ed., pp. 52–72). Münster: Waxmann.

    Google Scholar 

  • Klemm, K., & Zorn, D. (2017). Demographische Rendite adé. Aktuelle Bevölkerungsenwicklungen und Folgen für die allgemeinbildenden Schulen [Goodbye demographic return. Current population development and consequences for schools providing general education]. Gütersloh: Bertelsmann Stiftung.

    Google Scholar 

  • Klemm, K., & Zorn, D. (2018). Lehrkräfte dringend gesucht. Bedarf und Angebot für die Primarstufe [Teachers desperately needed. Demand and offering for primary schools]. Gütersloh: Bertelsmann Stiftung.

    Google Scholar 

  • Klewitz, M. (1987). Lehrersein im Dritten Reich: Analysen lebensgeschichtlicher Erzählungen zum beruflichen Selbstverständnis [Being a teacher in third reich. Analysis of live stories for professional self-conception]. Weinheim and München: Juventa.

    Google Scholar 

  • Kultusministerkonferenz (Ed.). (2014). Standards für die Lehrerbildung: Bildungswissenschaften [Standards of teacher education: Science of education]. (Beschluss der Kultusministerkonferenz vom 16.12.2004 i. d. F. vom 12.06.2014). Berlin: Sekretariat der Kultusministerkonferenz.

    Google Scholar 

  • Mandel, H. H. (1989). Geschichte der Gymnasiallehrerbildung in Preußen-Deutschland 1787–1987 [History of teacher education for upper secondary school in Prussia-Germany 1787–1987]. Berlin: Colloquium.

    Google Scholar 

  • Meissner, S., Bohl, T., & Beck, N. (2017). Lehrerbildung in Deutschland. Dynamische Entwicklungen und konstante Baustellen [Teacher education in Germany. Dynamic development and constant construction areas]. SchulVerwaltung Spezial, 19(5), 200–202.

    Google Scholar 

  • Muders, S., & Weishaupt, H. (2013). Finanzierung der Bildungsforschung [Funding of educational research]. In H. Weishaupt & M. Rittberger (Eds.), Bildungsforschung in Deutschland - eine Situationsanalyse [Educational research in Germany—A situation analysis] (pp. 167–180). Frankfurt am Main: DIPF.

    Google Scholar 

  • Prenzel, M., & Gräsel, C. (2015). Der Startschuss ist gefallen. Die «Qualitätsoffensive Lehrerbildung» läuft [The starting shot sounded. “Teacher training quality campaign” is in process]. SchulVerwaltung Spezial, 17(5), 4–7.

    Google Scholar 

  • Reinhoffer, B., & Dörr, G. (2008). Zur Wirksamkeit Schulpraktischer Studien [Effectiveness of school practical studies]. In M. Rotermund, G. Dörr, & R. Bodensohn (Eds.), Bologna verändert die Lehrerbildung: Auswirkungen der Hochschulreform [Bologna changes the teacher education: Impact of the reform for academia] (pp. 10–31). Leipzig: Leipziger Univ.-Verl.

    Google Scholar 

  • Roters, B. (2015). Preservice teachers’ professional growth as leaders: Empowerment through research-oriented reflective practice and didactic expertise in Germany. In L. Orland-Barak & C. Craig (Eds.), International teacher education: Promising pedagogies (part B) (pp. 31–49). United Kingdom: Emerald.

    Google Scholar 

  • Rothland, M., & Pflanzl, B. (2016). Editorial. Quereinsteiger, Seiteneinsteiger, berufserfahrene Lehrpersonen [Editorial. Career changer, beginner with another background, professionally experienced teachers]. Lehrerbildung auf dem Prüfstand, 9(1), 1–4.

    Google Scholar 

  • Scheunpflug, A., & Drechsel, B. (2016). Lehrerbildung institutionell weiterentwickeln - Exemplarische Anmerkungen zur ‚Qualitätsoffensive Lehrerbildung‘ [Developing of institutionalized teacher education—Exemplary comments on “Teacher Training Quality Campaign”]. In G.-B. V. Carlsburg (Ed.), Strategien der Lehrerbildung [Strategies for Teacher Training] (pp. 105–122). Frankfurt am Main: Peter Lang.

    Google Scholar 

  • Schwabe, F., & McElvany, N. (2014). Potential unterschiedlicher Handlungsansätze zur Verringerung von Herkunftseffekten auf den Bildungserfolg [Potential of different approaches of acting to decrease the effects of origin on the educational success]. In Federal Ministry of Education and Research (Ed.), Bildungsherausforderungen 2020 - Herausforderungen und Perspektiven [Challenges of Education 2020—Challenges and Perspectives]. Bonn: Federal Ministry of Education and Research.

    Google Scholar 

  • Stifterverband. (2017). Höhere Chancen durch höhere Bildung? Hochschul-Bildungs-Report 2020 [Higher chances because of higher education? University-Education-Report 2020]. Essen: Stifterverband für die Deutsche Wissenschaft.

    Google Scholar 

  • Terhart, E. (2014). Dauerbaustelle Lehrerbildung [Constant construction area teacher education]. Pädagogik, 66(6), 43–47.

    Google Scholar 

  • Terhart, E. (2016). Geschichte des Lehrerberufs [History of the teaching profession]. In M. Rothland (Ed.), Beruf Lehrer/Lehrerin: Ein Studienbuch [Profession teacher: A record of study] (pp. 17–32). Münster: Waxmann.

    Google Scholar 

  • Terhart, E., Bennewitz, H., & Rothland, M. (Eds.). (2014). Handbuch der Forschung zum Lehrerberuf [Handbook of research on the teaching profession] (2nd ed.). Münster: Waxmann.

    Google Scholar 

  • Tulowitzki, P. (2015). The development of educational leadership and teaching professions in Germany. ECPS—Educational, Cultural and Psychological Studies, 11, 45–55.

    Google Scholar 

  • Tulowitzki, P., Duveneck, A., & Krüger, M. (2018a). A professional learning network for the entire local education system—Educational landscapes in Germany. In C. Brown & C. L. Poortman (Eds.), Networks for learning—Effective collaboration for teacher, school and system improvement (pp. 115–134). London: Routledge.

    Google Scholar 

  • Tulowitzki, P., Krüger, M., & Roller, M. (2018). Education policies and teacher training in Germany—The ever-evolving 16-piece mosaic. In M. L. Carvalho, L. Min, R. Normand, & D. A. Oliveira (Eds.), Education policies and the restructuring of the educational profession. Global and comparative perspectives. Dordrecht: Springer.

    Google Scholar 

  • Walm, M., & Wittek, D. (2014). Lehrer_innenbildung in Deutschland im Jahr 2014. Eine phasenübergreifende Dokumentation der Regelungen in den Bundesländern [Teacher education in Germany in 2014. Documentation through all stages of regulation in the Länder of Germany] (2nd ed.). Frankfurt: Gewerkschaft Erziehung und Wissenschaft.

    Google Scholar 

  • Weyand, B. (2012). Zentren für Lehrerbildung als Agenturen des Systemwandels [Centre for teacher education as bureaus of change for the system]. In C. Kraler, H. Schnabel-Schüle, M. Schratz, & B. Weyand (Eds.), Kulturen der Lehrerbildung. Professionalisierung eines Berufsstands im Wandel [Cultures of teacher education. Professionalisation of a profession in change] (pp. 215–236). Münster: Waxmann.

    Google Scholar 

  • Weyand, B., & Schnabel-Schüle, H. (2010). Erhebung von Grunddaten zu Zentren für Lehrerbildung in Deutschland. Projektbericht [Ascertainment of basic data about centers for teacher education in Germany. Project report]. Trier: Universität Trier.

    Google Scholar 

  • Weyland, U. (2012). Expertise zu den Praxisphasen in der Lehrerbildung in den Bundesländern [Expertise of stages of practice in teacher education in the Federal States of Germany]. Hamburg: Landesinstitut für Lehrerbildung und Schulentwicklung.

    Google Scholar 

  • Zweck, A., Holtmannspötter, D., Braun, M., Hirt, M., Kimpler, S., & Warnke, P. (2015). Social changes 2030 Volume 1 of results from the search phase of BMBF Foresight Cycle II. Düsseldorf: VDI Technologiezentrum GmbH.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Tübingen School of Education, Institute of Education, University of Tübingen, Tübingen, Germany

    Martin Drahmann

Authors
  1. Martin Drahmann
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Martin Drahmann .

Editor information

Editors and Affiliations

  1. Faculty of Education and Psychology, The Maharaja Sayajirao University of Baroda, Vadodara, Gujarat, India

    Karanam Pushpanadham

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Drahmann, M. (2020). Teacher Education in Germany: A Holistic View of Structure, Curriculum, Development and Challenges. In: Pushpanadham, K. (eds) Teacher Education in the Global Era. Springer, Singapore. https://doi.org/10.1007/978-981-15-4008-0_2

Download citation

  • DOI: https://doi.org/10.1007/978-981-15-4008-0_2

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-15-4007-3

  • Online ISBN: 978-981-15-4008-0

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation