Einflussfaktoren auf die Weiterbildungsbeteiligung frühpädagogischer Fachkräfte - eine empirische Analyse
Angélique Gessler und Veronika Gruber
Diese Publikation zitieren
Angélique Gessler, Veronika Gruber, Einflussfaktoren auf die Weiterbildungsbeteiligung frühpädagogischer Fachkräfte - eine empirische Analyse (2018), Beltz Juventa, 69469 Weinheim, ISSN: 0943-5484, 2018 #03, S.150
60
Accesses
Accesses
Beschreibung / Abstract
Berufsbezogene Weiterbildung ist im Bereich der Frühen Bildung vor dem Hintergrund des quantitativen Ausbaus der Kindertageseinrichtungen in den vergangenen Jahren, gestiegener Arbeitsanforderungen und einem wachsenden gesellschaftlich geforderten Professionalisierungsanspruch von zentraler Bedeutung. Dennoch liegen bisher nur wenige Forschungsergebnisse zum Weiterbildungsverhalten der frühpädagogischen Fachkräfte vor. Bisherige Studien zeigen zwar, dass frühpädagogische Fachkräfte - wie andere Personengruppen der Sozial- und Erziehungsberufe - eine hohe Weiterbildungsaffinität aufweisen. Die Einflussfaktoren der Teilnahme, die in der Weiterbildungsforschung insgesamt gut erforscht sind, sind für die Tätigen in der Frühen Bildung jedoch kaum analysiert. Der vorliegende Beitrag untersucht daher in multivariaten Analysen, welche Merkmale der Person, des Arbeitsverhältnisses sowie der Kindertageseinrichtung erstens die Weiterbildungsteilnahme und zweitens deren Umfang beeinflussen.
Schlüsselworte: Weiterbildung, Frühe Bildung, Kindertageseinrichtung, frühpädagogische Fachkräfte
Given the rise in the number of day care centres [across Germany] over recent years, increased work demands and the growing social requirement for professionalization, taking part in continuing education courses is of central importance for professionals working in the field of early childhood education. Until now, however, there has been little research into the behaviour of early childhood education professionals as far as their participation in continuing education courses is concerned. Studies conducted so far have shown that early childhood education professionals, like other professionals working in the social and educational sectors, are by and large keen to take part in continuing education courses. However, while research into professional development has analysed the factors influencing the behaviour of professionals in general, few such analyses have so far been carried out for the field of early education in particular. This article therefore uses multivariate analyses to explore whether and to what extent the characteristics of individual people, of their employment relationship and of the day care centre where they work influence their decisions to take part in continuing education courses.
Keywords: continuing education, field of early childhood education, day care centres, early childhood education professionals
Schlüsselworte: Weiterbildung, Frühe Bildung, Kindertageseinrichtung, frühpädagogische Fachkräfte
Given the rise in the number of day care centres [across Germany] over recent years, increased work demands and the growing social requirement for professionalization, taking part in continuing education courses is of central importance for professionals working in the field of early childhood education. Until now, however, there has been little research into the behaviour of early childhood education professionals as far as their participation in continuing education courses is concerned. Studies conducted so far have shown that early childhood education professionals, like other professionals working in the social and educational sectors, are by and large keen to take part in continuing education courses. However, while research into professional development has analysed the factors influencing the behaviour of professionals in general, few such analyses have so far been carried out for the field of early education in particular. This article therefore uses multivariate analyses to explore whether and to what extent the characteristics of individual people, of their employment relationship and of the day care centre where they work influence their decisions to take part in continuing education courses.
Keywords: continuing education, field of early childhood education, day care centres, early childhood education professionals