Prof. Dr. phil. Markus Andrä

Degree and PhD

1994–1998 Social Work/Social Pedagogy (Diploma) at the Protestant University of Applied Sciences Dresden

2013–2017 PhD (Dr. phil.) with a thesis entitled ‘The Construction of Masculinity in Early Childhood Educational Interactions – An Empirical Study on the Formation of Gender Identity in Boys through Interaction with Childcare Workers in Nurseries’

Professional Experience/Parental Leave

2001–2010 Social worker and nursery teacher at the Diakonie Stadtmission Dresden

2010–2014 Research assistant at the Centre for Research, Continuing Education and Counselling (gGmbH) at the Protestant University of Applied Sciences Dresden.

Since 2011: Lecturer at the Protestant University of Applied Sciences Dresden on the Bachelor’s degree programmes in Social Work and Early Childhood Education

2015–2017 Lecturer in the Department of Social Work at the DRK Bildungswerk Sachsen gGmbH vocational college in Dresden

2018 Appointed to the Chair of Social Work at Dresden University of Applied Sciences

Research projects

2010–2014: Development, implementation and evaluation of the ‘Tandem Study’ comparing the pedagogical behaviour of nursery teachers in childcare centres, commissioned by the BMFSFJ

Since 2017: Collaboration on the international interview study ‘Men’s Career Trajectories’ on the career paths of male professionals in early years education

Selected publications

• Andrä, M., Schneider-Andrich, P., & Brandes, H. (2013). ‘I have no expectations of him as a man …’ A comparison of male and female professionals. TPS. Living, Learning and Working in Day-Care Centres, 2013 (4), 12–15.
• Andrä, M. (2013). Between professionalism and authenticity. A new perspective on men and women working together in German early years education and care teams. EECERA Annual Conference, Tallinn, Estonia.
• Brandes, H., Andrä, M., Röseler, W., & Schneider-Andrich, P. (2013). Men in nursery schools – What do they do differently and how do the children benefit from them? Findings from the ‘Tandem Study’ on the professional educational behaviour of men and women. Early Childhood, 2013 (5), 38–43.
• Brandes, H., Andrä, M., Röseler, W., & Schneider-Andrich, P. (2015). A comparison of male and female early years practitioners based on a standardised educational scenario. Findings from the ‘Tandem Study’. Early Education, 4 (2), 102–109.
• Brandes, H., Andrä, M., Röseler, W., & Schneider-Andrich, P. (2016). Does gender make a difference? Results from the German ‘tandem study’ on the pedagogical activity of female and male early years practitioners. EECER Journal, 23 (4), 315–327.
• Brandes, H., Andrä, M., Röseler, W., & Schneider-Andrich, P. (2016). Does gender make a difference? Findings from the ‘Tandem Study’ on the professional educational behaviour of women and men. Opladen: Barbara Budrich Publishers.
• Andrä, M., Brandes, H., Röseler, W., Schneider-Andrich, P. (2016). Early years practitioners between pedagogical professionalism and gender authenticity – Empirical findings and practical conclusions from the Tandem Study. In W. Weegmann & J. Senger (Eds.), Men in Early Years Settings. Theories – Concepts – Practical Examples (pp. 73–85). Stuttgart: Kohlhammer.
• Brandes, H., Andrä, M., Röseler, W., & Schneider-Andrich, P. (2018). How does gender come into play? Interactions between the gender of the children and that of the early years staff. Findings from the Tandem Study. In N. Hover-Reisner, M. Fürstaller, & B. Lehner (Eds.) Diversity in Early Years Education. Vienna: Wochenschau-Verlag.
• Andrä, M. (2018). Gender socialisation in early childhood education and the significance of male staff. Presentation at the EECERA Annual Conference, Budapest, Hungary.
• Andrä, M. (2019). The construction of masculinity in early years educational interactions. A videographic study in childcare centres. Wiesbaden: Springer VS.