Professionalisierung für die Ganztagsgrundschule: Eine Analyse von ganztagsgrundschulspezifischen Zielen und Inhalten in den intendierten Curricula für die Qualifizierung von Pädagoginnen und Pädagogen

Jil Schmetz-Wolf; Nicole Bellin-Mularski; Kim Hartung; Simone Dunekacke; Marianne Schüpbach

doi:10.58069/bzh.2026.2.194

Authors

Jil Schmetz-Wolf Author

Freie Universität Berlin, Division of Primary Education
https://orcid.org/0009-0007-0480-0629

Jil Schmetz-Wolf is a PhD student at Freie Universität Berlin, working on her doctoral thesis as part of the ProGanz collaborative project. She studied Educational Science at Freie Universität Berlin, the University of Turku (Finland), the Technical University of Berlin and the Norwegian University of Science and Technology in Trondheim (Norway). Her research interests lie in the training of teachers for all-day primary schools, in the beliefs and self-efficacy of teachers during their training, and in the training of teachers for all-day schooling in Sweden (School Age Educare Teacher Qualification).
Dr Nicole Bellin-Mularski Author

Freie Universität Berlin, Division of Primary Education
https://orcid.org/0000-0001-5014-6890

Nicole Bellin-Mularski is currently a postdoctoral researcher at Freie Universität Berlin. In 2008, she completed her PhD at Freie Universität Berlin on disparities in reading performance and language comprehension between children with and without a migrant background. She is currently leading, alongside Simone Dunekacke and Marianne Schüpbach, the ProGanz collaborative project, which investigates how the (joint) professional development of teaching staff at Berlin’s all-day primary schools can be successfully achieved. In addition, she conducts research into school development processes at all-day primary schools.
Kim Hartung Author

Freie Universität Berlin, Division of Primary Education
https://orcid.org/0009-0007-5388-7863

Kim Hartung is a PhD student at Freie Universität Berlin, working on her doctoral thesis as part of the ProGanz collaborative project. She studied Education and Political Science at Christian-Albrechts-Universität zu Kiel, the University of Turku (Finland) and the University of Tartu (Estonia). Her research interests lie in multi-professional collaboration in all-day schools and in the training of trainee teachers.
Prof Dr Simone Dunekacke Author

University of Kaiserslautern-Landau in Rhineland-Palatinate
https://orcid.org/0000-0002-7242-1766

Simone Dunekacke is a professor of childhood education and educational research at the University of Kaiserslautern-Landau in Rhineland-Palatinate. She obtained her PhD in 2016 from the Faculty of Cultural, Social and Educational Sciences at Humboldt University of Berlin in the field of educational sciences and was an assistant professor of early childhood education research at the Freie Universität Berlin until 2024. In addition to leading the ProGanz collaborative project, her research interests include professional practice in early years and primary education, the quantity and quality of learning opportunities, and STEM education for children.
Prof Dr Marianne Schüpbach Author

Freie Universität Berlin, Division of Primary Education
https://orcid.org/0009-0005-4134-4154

Marianne Schüpbach is a professor of General Primary School Education at the Freie Universität Berlin. She completed her habilitation in 2009 at the Faculty of Arts and Humanities at the University of Bern, obtaining the venia docendi in Educational Science. Her research focuses on all-day schooling, in particular on pupil development, educational inequalities, pedagogical quality, professionalisation and international comparative perspectives.

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BzH-2026-2-Schmetz_Wolf-Bellin_Mularski-Hartung-Dunekacke-Schuepbach.pdf

Abstract

The nationwide legal entitlement to a place in an all-day primary school from 2026 in Germany requires professionally qualified educational staff with all-day primary school-specific knowledge and corresponding competencies. However, to date, there is a lack of a systematic overview of whether and which objectives and contents specific to all-day primary schools are included in the intended curricula of various qualification tracks for educational staff, such as primary school teacher, early childhood educators and educators. In this context, this study examines the qualification tracks of educational staff regarding the consideration of all-day primary school-related objectives and content of the respective curricula in all-day primary schools in Berlin. The results of the deductive-inductive qualitative content analysis of the respective curricula (n = 17) show that the (all-day) primary school is named as a potential field of action in all the examined qualification tracks, and that a wide range of objectives and contents are addressed, but that these vary in scope, objectives, and content between the qualification tracks. However, these are predominantly available on a selective basis, which indicates that it has not yet been sufficiently integrated into the curriculum.

Published in Vol. 48 No. 2 (2026), S.88–109

Publication date on OpenJournals@Fachportal-Pädagogik

2026-10-06

DOI

https://doi.org/10.58069/bzh.2026.2.194

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