This paper is based on the dissertation project “Influences of Biographical Experiences on the Professional’s Self-conception” which is carried out at the Leibniz University of Hanover and is supervised by Prof. Rolf Werning.

It deals with two questions:

On the one hand this paper aims to outline the importance of considering the interconnectedness of biographical experiences and the professionals’ self-conception for qualification: Raising the question what ‘good practice’ in the context of the Early Years is about and how it can be supported calls attention to the professional’s self-conception and pedagogical beliefs. In the German context the debate of professional development of preschool teachers is related to different aspects of restructuring and improving the qualification (AktionsratBildung 2012). Few voices express demands for preschool teachers’ qualification such as modules of self reflection (Schäfer 2006).

On the other hand this paper discusses the relationship of two terms of “Erziehen” (~ education with emphasizing care) and “Bildung” respectively “Lernen” (~ education with emphasizing teaching) which is relevant in the German context: In the debate on professional development of teachers in the context of school, for instance Baumert and Kunter (2006) and Helsper (2007) discuss this relationship referring to Oevermann’s theory of profession.

In the recent decade, since low results of German students in the first Programme for International Student Assessment (PISA, Baumert et al. 2001), the relevance of supporting childrens’ learning in the context of preschool has grown. With this grown attention the relationship of “Erziehen” und “Bildung” has also become relevant in the context of early education. In comparison with other countries German early education settings still emphasize a “ready for life”-approach rather than a “ready for school”-approach such as countries like France and the UK (Diller et al. 2010). However efforts can be identified which lay another emphasis by offering programms to structure the support of childrens’ learning processes (e. g. Freund & Roßbach 2011).

Helsper (2007) states that the professional can not focus on academic achievement without considering students’ individual situations. He therefore emphasizes the teachers’ need for reflecting on his or her professional actions and self-conception.

This argumentation draws attention to how these professionals’ reflective competencies can be supported within professional development. With emphasizing the importance of biographical experiences and their reflection by the professional the dissertation project contributes to this debate.

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