Teaching Staff Development Structure in Germany
This article analyzes the teaching staff development structure in the High School. German pedagogical education is closely connected to modern trends of international academic processes where problems of appreciating the value of human personality, its consciousness, self-determination and self-development prevail. Leading German school development areas can be described by the transition to subject-to-subject relations between teachers and students assuming full implementation of each student’s potential. This has a remarkable impact on the nature and content of professional education of teachers. Leading traditional guidelines of German philosophy, pedagogy and psychology including emancipating, technocratic and humanistic theories create the basis for theoretical development and forming professional skills of future teachers. Professional training aims at changing curriculums and educational programs, increasing practice-oriented forms and methods of educating students and introducing psychotherapeutic methods of personal psychological support. The essential part of organizing pedagogical education in Germany is the reproportioning of fundamental and professional education, when vocational guidance comes after mastering the basics of fundamental sciences. The technocratic approach to the structure of developing teaching personnel aims at supporting the overall high potential of economic and educational development of European countries' society where Germany has a leading position.