Increasingly, educators are defying traditional boundaries
In the educational landscape of Germany, a significant number of teachers are required to hold a recognized teaching certificate. However, recent statistics show that a portion of the teaching force falls short of this requirement.
According to the latest figures, out of a total of 739,500 teachers, approximately 77,600 did not possess a recognized teaching certificate. This figure is higher in vocational schools, where 16.6% of teachers lacked the necessary qualification during the school year 2023/24. This is a slight increase from the school year 2015/16, when 15.5% of vocational school teachers were without a recognized teaching certificate.
The good news is that the proportion of teaching graduates with a master's degree or the first state examination has recently increased slightly. In the examination year 2023, approximately 29,000 teaching students passed their final examinations with such qualifications, marking an increase of around 300 compared to the previous year.
Despite this progress, the number of new students in the 2023 academic year has decreased by 12.6% compared to ten years ago. This decrease is not unique to teaching degree programs, as it reflects a broader trend in student enrollments across Germany.
It's worth noting that the search results do not provide specific information about recent increases in teaching graduates with master's or state examination degrees or the current number of new students in teaching degree programs. However, educational programs and trends related to teaching and education continue to evolve.
For instance, the St. Louis Teaching Fellows Program at Saint Louis University places teachers in public and charter schools while they earn a Master of Arts in Teaching (MAT) degree. While this program does not provide detailed statistics on national trends or new student enrollments in teaching programs, it is an example of innovative initiatives aimed at attracting and training new teachers.
Other programs, like the Quantitative Methods in Education (QME) track, offer advanced degrees in education, focusing on measurement, evaluation, statistics, and statistics education. While these programs do not directly address the increase in teaching graduates, they highlight specialized educational tracks that could contribute to the development of a well-rounded teaching force.
For those seeking more detailed information on the current number of new students in teaching degree programs or recent graduates with master's or state examination degrees, it would be necessary to consult specific educational statistics or government reports that track these metrics.
It's also important to mention that lateral entrants, individuals who do not have a completed teaching degree and are hired into the teaching profession without completing the actual training period, make up a portion of the teaching force. The proportion of career and lateral entrants at vocational schools is higher compared to general education schools. Career changers must complete a reference period before they can be hired into the teaching profession.
For further information or inquiries regarding this topic, Ralf Schick can be contacted at 0711 66601 185 or via [our website](our website).
1) In an effort to address the shortage of teachers with recognized certificates, some innovative programs, such as the St. Louis Teaching Fellows Program, are attracting and training new teachers by offering a Master of Arts in Teaching (MAT) degree while placing them in schools.
2) Pursuing advanced degrees in education, like the Quantitative Methods in Education (QME) track, could contribute to career development and the creation of a well-rounded teaching force, though these programs do not directly address the increase in teaching graduates with master's or state examination degrees.
