1. Katharina Schlamp Germany
The National Institute for Further Education NIDV International Conference of Vocational Development of Professionals in Education
December 1st 2016
Supporting the continuing vocational training of teachers in the framework of the German education system
Katharina Schlamp
Germany

2. Agenda Character of Teacher training in Germany
Traineeship / preparatory service at school
Further training: Offer and obligation
and a tool of school qualitiy assurance
In-school teacher training:
Goals, concept, determination of needs,
tasks of the Training Officer

3. Teacher training in Germany
Theoretical education in the areas of applied sciences (including specialist disciplines) and educational science (4 – 5 years)
1. University:
Getting the necessary "craft" for successful teaching combined with autonomous instruction (in schools, 1,5 – 2 years)
2. Traineeship / preparatory service:
Further development of professional skills (trainings-institutions/schools - lifelong learning)
3. Further training of teachers:

4. Traineeship / preparatory service at school
1,5 - 2 years on different schools
First year only some autonomous instruction
Second year: 11 to 17 autonomous instruction
Basic tasks of the preparatory service:
Expansion of knowledge in the field of
education and civic education
didactics and methodology of the subjects,
introduction to school practice
special tasks of a teacher at the school type
like Gymnasium, Realschule or Primary school

5. Traineeship / preparatory service Elements of the training of teacher trainees
6.Regular meetings / lessons for imparting the content of the subject-specific training
7.Internships and exercises in appropriate subjects
3.Teaching experiments (planning and design of a teaching unit)•
4.Interrelated classes from the third month of the preparatory service onwards
5.Self-responsible lessons from the sixth or seventh month of the preparatory period
2.Internships in other subjects and other schools
1.Listening to / observing lessons in their own subjects
8.Pedagogy, Psychology, School law and Schooling, Basic questions of civic education

6. Further training: Offer and obligation
Teachers are obliged to continue their studies and participate in official training courses: 12 days (à 5 hours to 60 minutes) within 4 years.
In the course of professional evaluation of state teachers (every 4 years), the willingness to participate in training courses is appreciated in the category "professional skills“.
Reflecting the training focal points in the context of the employee discussion with the school principal

7. Further teacher training as a tool for school quality assurance
Characteristics of teachers:
Specialists in teaching and education.
Professional duties include teaching, educating, assessing,
diagnosing, promoting and advising.
Need to review, rethink and develop their professional activities.
This complex professional image meets high requirements for basic and advanced training.
Teacher training has many different perspectives:
It contributes to the quality and development of the school
system,
It helps the teacher to meet the changing needs of society,
It supports the personal self-understanding and the professional
identity of the teacher.
It can also take on tasks of education and training.

8. The facilities of teacher training in Bavaria
Central:
Academy for teacher training and personnel management Dillingen
Regional:
Governments, Agencies of the Ministerial Commissioners
Local:
State school officials
School:
In-school teacher training

9. In-school teacher training
Is directly oriented to
the needs of the staffs
There are financial
resources available
for carrying out
teacher training
It is carried out by the
schools themselves.
Usually only teachers of
the respective school
participate
mandatory or voluntary
Speakers / Trainers:
Teacher of the school
Trained multipliers
(from central further
training)
University members

10. In-school teacher training:Goals
Obligation of the schools to draw up training plans for in-school teacher training
Permanent strengthening of the efficiency of a
school
Helps not only teachers, but also the pupils in
fulfilling the goals of the school curriculum
Opportunity to acquire additional competencies
and professional activities
Opportunity to increase flexibility, particularly
concerning the employment of a teacher in a
subject he is not trained for.

11. Concept for advanced training in schools
Determination of needs
Planning the course of action and the schedule
In-school training
Working groops
Collegial
hospitation
Teaching in classroom with expanded competences

12. Concept for advanced training in schools - Determination of needs
Assessed on 3 levels:
Systematic level (school management
determines need)
Professional level (specialist teacher meeting determines need)
Individual level (query per post or
questionnaire)
School program
Mission statement
Concepts of the school
Results of external evaluation
Requirements of the educational policy
Interests and needs of the confeences of the
teachers of one subject
Indivdual interests and wishes of teachers

13. Concept for advanced training in schools – Tasks of the Training Officer
Collection and identification of individual training needs by the evaluation of the surveys•
Collection of the training needs of parts of the staff by means of a survey of the specialist conferences, working groups and committees of the school•
Determination of the needs as a result of the evaluation report
screening, compilation and publication of suitable training programs•
Collegial counseling, taking into account training needs and opportunities•
Development of the training plan on the basis of training needs and training offers•
Organization of teachers' training courses in the school• Compilation and duplication of the results of completed training courses
The need of a Training officer depends on the results from the scope and specifications of the training concept

14. Frequently asked question in the framework of teacher training
How does the teacher's new knowledge come into the classroom?
In-school teacher training is a good way. Trainings must be supported by continuous reflection groups and collegial hospitation.

15. Thank you for your attention!
I wish you success!
Katharina Schlamp