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In German speaking countries, two educational paths exist for becoming a kindergarten teacher, namely, doing academic studies or doing a vocational training. Both educational paths are offered at separated institutions (i.e., universities vs. professional schools). Gaining a bachelor’s degree in early childhood education, for example, requires better school leaving certificates (i.e., high school graduation) compared to a vocational training. Moreover, academic studies impart more theoretical knowledge (e.g., about learning theory, parenting styles etc.) whereas a vocational training involves considerably more field experience with a practical year at kindergartens after two years of vocational school education. In addition, advanced trainees are paid wages whereas kindergarten teacher students are not paid wages in the context of their studies. Beyond these structural differences between the two educational paths to kindergarten teaching, there could also be differences between future teachers regarding their coping-related personality factors and competences (selection effect). For example, students might be more achievement oriented and, thus, showing a more successful school career, compared to trainees. Therefore, this study investigated whether personality differences already become apparent between trainees versus students at the beginning of their professional career.
In addition, professionalizing kindergarten education by providing a more academic training for preschool education could influence the personality and competence of the trainees (König & Pasternack, 2008). In most Western European countries (e.g., United Kingdom, France) kindergarten teacher training is located at universities. In some countries (e.g., Sweden), this training enables kindergarten teachers to even provide elementary school education. In Germany, in contrast, vocational schools provide a three- to five-year apprenticeship for kindergarten teachers, which, however, does not extend to the elementary school level (König & Pasternack, 2008). By now, more than hundred early education teacher programs exist in Germany (Klaudy et al., 2014). Numerous studies have shown that a higher level of education of kindergarten teachers is associated with higher educational quality (e.g., higher structural and process quality: Rindermann & Baumeister, 2012; Pianta et al., 2005). Moreover, a higher level of kindergarten teachers’ education was associated with better preschool competences of children (e.g., bachelor degree or higher associated with better mathematical problem solving; Early et al., 2006; for an overview, see Huntsman, 2008).