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News vom 31.05.2017

All-day education: commonplace at school, but not yet entrenched in teacher training

For many teachers, working at an all-day school has already become a reality, resulting automatically in collaboration with other professional groups in education. When training to become a teacher, however, students learn only very little about the issue of all-day education, as a publication issued by Monitor Lehrerbildung has revealed. Experts call for future teachers to be prepared more effectively for the requirements of multiprofessional teamwork and all-day teaching whilst at university.

The traditional system of half-day schooling is becoming increasingly obsolete. In the 2015/16 school year, two-thirds of all general education schools in Germany offered all-day tuition, which 39 per cent of all pupils attended. And yet, the topic of all-day education is not yet given adequate priority in teacher training at higher education institutions (HEIs). This is the result of a survey of HEIs and federal states conducted in the context of Monitor Lehrerbildung in 2016 for the publication entitled “Neue Aufgaben, neue Rollen?! – Lehrerbildung für den Ganztag” (New tasks, new roles?! – Teacher training for all-day education).

The survey revealed that only around one third of the HEIs surveyed offer obligatory courses in which the skills required to organise and structure all-day education are taught. The results differ only minimally among the different types of teacher training courses of study. A similar result is obtained concerning the offer of compulsory courses in which skills for “in-school and after-school cooperation in all-day education” are taught.

“The majority of students currently training to become a teacher will teach at all-day schools after graduating. And yet teacher training curricula do not yet reflect the fact that all-day tuition will be normal practice in the future,” concluded Jörg Dräger. For this reason, the Member of the Executive Board of the Bertelsmann Stiftung urges HEIs to systematically offer students courses on this topic whilst still at university. It is important that students learn the skills they will require in their future professional lives to ensure the high-quality structuring of all-day tuition.





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One special aspect at all-day schools is cooperation between various professional groups in everyday school life. As a rule, social education workers, school social workers, psychologists, educators, freelance staff and volunteers are also engaged at such schools. For this reason, Monitor Lehrerbildung conducted a survey to establish the extent to which teacher training students are prepared for multiprofessional teamwork and collaborative teaching. The result: less than half of all HEIs surveyed offer compulsory courses in which such multiprofessional cooperation is addressed. It is only in the field of Special Needs Education that more than half of the HEIs surveyed offer such courses.

“Cooperation between teaching staff is a central factor of success for schools. This is particularly the case in all-day schools, where teachers come across representatives from other professions in education,” explained Ekkehard Winter, Executive Director of the Deutsche Telekom Stiftung. “It is essential that they are prepared for future cooperation in multiprofessional teams whilst at university. And it is up to the HEIs offering teacher training to ensure this,” Winter continued.

For this reason, one of the aspects that Monitor Lehrerbildung advocates is joint teaching and examination formats with students from other disciplines in education. Multidisciplinary cooperation has many advantages, not only at the training stage, but also when it comes to entering the teaching profession. In everyday school life, all of the staff involved could then benefit from the appreciation of each other’s professions and an exchange of skills, such as between social education workers and special needs educationalists, psychologists and teacher training students.

Information about Monitor LehrerbildungMonitor Lehrerbildung is the only teacher training database in Germany. This database at www.monitor-lehrerbildung.de provides a clear presentation of the relevant data concerning the first phase of teacher training in Germany. A total of 69 HEIs and all 16 federal states completed the survey conducted by Monitor Lehrerbildung in 2016. The latest data can be accessed freely at www.monitor-lehrerbildung.de from 31 May 2017. It was the first time that HEIs and federal states had been surveyed specifically about the inclusion of content relevant to all-day education in the curriculum, including working in multiprofessional teams and other professional skills such as the organisation and structuring of all-day tuition. Monitor Lehrerbildung is a joint project of the Bertelsmann Stiftung, the CHE Centre for Higher Education, the Deutsche Telekom Stiftung and the Stifterverband.


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