TEACHER TRAINING PROGRAMS FOR PRIMARY SCHOOL IN GERMANY

ABSTRACT: This article discusses the reorganization of teacher training programs for the elementary school after the Boulogne guidelines and the implementation of educational norms enacted by the KMK in 2004 in the German Federal State of North Rhine-Westphalia (NRW). It analyses documents and curricular proposals of two universities (UDE and WWU) as well as data produced in 2017 by narrative interviews with professors of the Institute of Educational Sciences and with coordinators of the Teacher Training Centers of both universities. Based on the data analysis, we found that the pedagogical projects of the courses are organized according to the Teacher Training Act of the NRW, with the national agreements of the Standing Conference of the Ministers of Education and Cultural Affairs and with the guidelines of the Boulogne process. The focus of the training programs is to prepare future teachers with the necessary competencies for the work in primary schools. Such guided proposals, despite the received critics, were incorporated in the bachelor and master courses. The curriculum clearly focuses on the professionalization and development of teaching abilities for primary education.摘要：本文以德国联邦州北莱茵-威斯特伐利亚州（North Rhine-Westphalia，简称NRW）2004年依据《布洛涅指南》（Boulogne guidelines）及德国文化部长常务会议（Kultusministerkonferenz，简称KMK）颁布的教育规范为背景，探讨该地区小学教师培训项目的重构工作。研究分析了两所大学（UDE与WWU）的相关文件与课程方案，以及2017年针对两所大学教育科学学院教授与教师培训中心协调员开展叙事访谈所获取的数据。基于数据分析结果，本研究发现相关课程的教学项目均依据北威州《教师培训法》、教育部长常务会议的全国性协议以及布洛涅进程（Boulogne process）指南进行组织。本次教师培训项目的核心目标，是为未来的小学教师配备适配岗位所需的各项能力。尽管此类指导性方案曾受到批评，但仍被纳入本科与硕士阶段的课程体系。该课程体系明确聚焦于小学教育领域的教师专业化建设与教学能力提升。