A Study On Policy Change Of Vocational School Teachers’ Education In Germany Since The 1990S

Germany Vocational Teacher is characterized with "two-stage" cultivation structure and "two-time national examination". And it has equally prestigious with unique dual vocational education system. Due to the changing society, the traditional Teachers’ cultivation model has not suited to the needs in the new century. Therefore, the federal government issued a series of policy reforms in the field of Vocational Teachers’ cultivation, like standard of teachers’cultivation, teacher ability and so on.This paper reviews the process of German vocational school teachers’ education policies after the 1990s, from a policy perspective of text analysis, historical perspective, namely, the development after Germany reunification (1990-1999), the development after the Bologna Process (1999-2009), and later "Agenda 2010" Development (2010-present). On the basis of comprehensive analysis of the characteristics of policies, the effectiveness of its implementation and policy problems will be evaluated. Finally, some useful inspiration and experiences from the development of vocational education policies has been summed up.The paper is divided into five chapters:Chapter One is Introduction. It explained the cause and significance of topics, research methods, research frameworks, as well as related concepts, and previous studies were reviewed and summarized. By combing the research results found that there are still issues to be explored in depth, which is the focus and direction of this article. This chapter lays the theoretical foundation for the full text.The second chapter is the overview of international and domestic social development, and vocational education development since German reunification. This chapter paves the way for the whole policy research.The third chapter is the core of the paper. It describes the teacher education policies related to vocational school and analyzes the policies text of those three stages since the 1990s respectively and specifically.In the fourth chapter, the characteristics of vocational school teacher education policies and the effectiveness and implementation of the policy issued will be summarized: Update and expand the policy content; Enhance the coordination and cooperation of policy body; Intergrade the policy-making standards with European.The last chapter reflects that we can learn from German vocational school teachers’ policies:Policy ideas conform to the pace of internationalization of education; strengthen the multi-stakeholder involvement of policy development mechanisms and complement the policy content.