Formación inicial de profesionales de educación infantil en Alemania y Suecia

Abstract

Presents updated knowledge regarding the evolution and the state of initial training of child education professionals in Germany and Sweden. The study was conducted through an analysis of experiences that help to learn other educational realities from a comparative methodological perspective. The results reflect similarities between the initial training of these professionals in the two countries studied, both of which combine professional training with higher studies depending on the professional category (service, ancillary and teaching-assistant personnel). There were also differences related to the type of center in which the training was provided, the length of professional training and other questions related with later professional performance. It concludes by addressing the unquestionable influence the Bologna Process has had in contributing significant changes.