ErzieherIn. Preschool teaching staff in German gender equality policy

Abstract The aim of the article was to analyse the policy of gender equality in Germany, here centered around the specifics of the function of (fe)male preschool teachers, which at its source was a profession directed exclusively at women, and as a result is now feminised. These circumstances, unchanged for almost 200 years, have their roots in disregard towards this professional group in the political discourse, apparent in it being treated as “invisible”. Current governmental policies aim at supporting the employment of men at the preschool educational level. The article analyses the federal government’s gender policy through the prism of centrally supported model projects implemented in Germany since 2010, taking into account the broad context of preconditions. General issues present in social debates (such as gender) have been linked in this article to the specifics of a particular professional group of ErzieherIn, such as the rise of the rank of early care and education combined with serious staff shortages hindering the implementation of political guidelines. As a result, these two groups of conditions intertwine, forming a very interesting image, in which tradition gives way to contemporary social expectations.