Th e aim of this article is to systematize the qualifi cation measures for teachers without a teaching license. Based on legal texts and public information of the German states, a typology of the qualifi cations of teachers who are not basally qualifi ed is developed. With regard to goals and content as well as the conceptual design and the learning opportunities in school practice, it becomes apparent which diff erent concepts of professionalization of alternatively qualifi ed teachers currently prevail in the Federal Republic.

Th roughout Germany, teacher education courses show relatively good success and dropout rates. In Mecklenburg-Vorpommern, the courses of study are precisely traced. Diff erentiating these data according to the target school type reveals that a large proportion of the next generation of teachers is lost at university, especially at secondary level. However, leaving the cohort cannot be equated with dropping out, but must be viewed in a more diff erentiated manner.

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