Kindergarten Teachers, Except Special Education
Educational Instruction and Library Occupations- Código O*NET-SOC
- 25-2012.00
Teach academic and social skills to kindergarten students.
- Fonte dos dados: BLSPublicado: 2026-08
Moderado· relativa
BaixoQuatro faixas relativasMuito altoValor por grupo ocupacional
Escala, base e fonte
Quatro faixas relativas (Baixo / Moderado / Alto / Muito alto)
831 ocupações detalhadas da tabela de projeções de emprego do BLS. O valor é atribuído por código da National Employment Matrix (NEM), pelo que as ocupações que partilham um código NEM recebem a mesma banda
- Fonte dos dados: AnthropicPublicado: 2026-03
0,000
0,000Intervalo dos valores aqui apresentados0,745Escala, base e fonte
Índice de exposição observada, 0–1 tal como publicado
Mapeado sobre tarefas O*NET
Publicado por ocupação SOC 2018; toda ocupação O*NET com o mesmo código SOC 2018 recebe este valor
- Fonte dos dados: ILOPublicado: 2025
0,21
0,09Intervalo dos valores aqui apresentados0,70Valor por grupo ocupacional
Escala, base e fonte
Índice de exposição à IA generativa, 0–1 tal como publicado
Publicado por grupo de base ISCO-08. Ligado a esta ocupação, total ou parcialmente, aplicando tal como publicadas as tabelas de correspondência do U.S. Bureau of Labor Statistics (ISCO-08 para SOC 2010, SOC 2010 para SOC 2018)
Que tipo de valor esta fonte publica
A categoria de BLS é uma posição relativa, não um nível absoluto, e também não é uma medição de primeira mão: agrupa em quatro faixas as posições percentis da ocupação em vários estudos publicados. Não é uma previsão de emprego ou de salários, não é uma probabilidade de adoção e não distingue automação de aumento.
Task-level exposure
Apenas tarefas expostas37 tarefas avaliadas · 15 tarefas com β ≥ 0,5 (40,5%)
β = exposição direta (E1) + 0,5 × exposição com ferramentas disponíveis (E2), segundo a definição do repositório de origem.
- Unidade de origem: tarefas do O*NET 27.2 → código de ocupação do O*NET 31.0
- Todas as tarefas pontuadas constam da lista de tarefas do O*NET 31.0.
- Fonte
- OpenAI "GPTs are GPTs" exposure rubric
- Versão
- gh-main-0471612
- Licença
- MIT License, Copyright (c) 2024 OpenAI
| Task (O*NET 20.1) | Claude.aiRaw / share % |
|---|---|
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.25-2012.00 | 0.030735.4 |
Prepare and implement remedial programs for students requiring extra help.25-2012.00 | 0.019422.4 |
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.25-2012.00 | 0.008810.2 |
Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling.25-2012.00 | 0.00718.2 |
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.25-2012.00 | 0.00637.2 |
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.25-2012.00 | 0.00333.8 |
Collaborate with other teachers and administrators in the development, evaluation, and revision of kindergarten programs.25-2012.00 | 0.00293.3 |
Meet with other professionals to discuss individual students' needs and progress.25-2012.00 | 0.00273.1 |
Read books to entire classes or to small groups.25-2012.00 | 0.00222.5 |
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.25-2012.00 | 0.00172.0 |
Observe and evaluate children's performance, behavior, social development, and physical health.25-2012.00 | 0.00161.9 |
| Not observed on any surface — 26 task(s) — These tasks have no row in the source for this release. The 0 in the share row is a display-stage composition ratio; absence is what the — in the raw row states. | |
Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills. | —0 |
Establish and enforce rules for behavior and policies and procedures to maintain order among students. | —0 |
Instruct students individually and in groups, adapting teaching methods to meet students' varying needs and interests. | —0 |
Demonstrate activities to children. | —0 |
Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play. | —0 |
Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. | —0 |
Establish clear objectives for all lessons, units, and projects and communicate those objectives to children. | —0 |
Meet with parents and guardians to discuss their children's progress and to determine their priorities for their children and their resource needs. | —0 |
Guide and counsel students with adjustment or academic problems or special academic interests. | —0 |
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | —0 |
Identify children showing signs of emotional, developmental, or health-related problems and discuss them with supervisors, parents or guardians, and child development specialists. | —0 |
Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them. | —0 |
Maintain accurate and complete student records and prepare reports on children and activities as required by laws, district policies, and administrative regulations. | —0 |
Prepare materials, classrooms, and other indoor and outdoor spaces to facilitate creative play, learning and motor-skill activities, and safety. | —0 |
Organize and label materials and display children's work in a manner appropriate for their sizes and perceptual skills. | —0 |
Supervise, evaluate, and plan assignments for teacher assistants and volunteers. | —0 |
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors. | —0 |
Plan and supervise class projects, field trips, visits by guests, or other experiential activities and guide students in learning from those activities. | —0 |
Involve parent volunteers and older students in children's activities to facilitate involvement in focused, complex play. | —0 |
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. | —0 |
Perform administrative duties, such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading. | —0 |
Attend staff meetings and serve on committees as required. | —0 |
Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | —0 |
Prepare, administer, and grade tests and assignments to evaluate children's progress. | —0 |
Administer standardized ability and achievement tests and interpret results to determine children's developmental levels and needs. | —0 |
Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | —0 |
Values in this tab are predicted labels, not observations. Eloundou et al. (2023) published two rating regimes — human raters and GPT-4 — and the β shown here is derived from the GPT-4 rater basis alone; the same task can take a different value under the other regime. The unit and the meaning differ from the observed shares (%) in the other tabs, so do not place them on the same axis.
| Task (O*NET 27.2) | βE1 + 0.5 × E2 |
|---|---|
Maintain accurate and complete student records and prepare reports on children and activities as required by laws, district policies, and administrative regulations.O*NET Task ID 6517 | 1.0 |
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.O*NET Task ID 6526 | 1.0 |
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.O*NET Task ID 6505 | 0.5 |
Establish clear objectives for all lessons, units, and projects and communicate those objectives to children.O*NET Task ID 6508 | 0.5 |
Prepare and implement remedial programs for students requiring extra help.O*NET Task ID 6509 | 0.5 |
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.O*NET Task ID 6512 | 0.5 |
Identify children showing signs of emotional, developmental, or health-related problems and discuss them with supervisors, parents or guardians, and child development specialists.O*NET Task ID 6515 | 0.5 |
Collaborate with other teachers and administrators in the development, evaluation, and revision of kindergarten programs.O*NET Task ID 6519 | 0.5 |
Prepare, administer, and grade tests and assignments to evaluate children's progress.O*NET Task ID 6520 | 0.5 |
Organize and label materials and display children's work in a manner appropriate for their sizes and perceptual skills.O*NET Task ID 6522 | 0.5 |
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.O*NET Task ID 6523 | 0.5 |
Administer standardized ability and achievement tests and interpret results to determine children's developmental levels and needs.O*NET Task ID 6525 | 0.5 |
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.O*NET Task ID 6527 | 0.5 |
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.O*NET Task ID 6530 | 0.5 |
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.O*NET Task ID 6533 | 0.5 |
Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills.O*NET Task ID 6498 | 0.0 |
Establish and enforce rules for behavior and policies and procedures to maintain order among students.O*NET Task ID 6499 | 0.0 |
Observe and evaluate children's performance, behavior, social development, and physical health.O*NET Task ID 6500 | 0.0 |
Instruct students individually and in groups, adapting teaching methods to meet students' varying needs and interests.O*NET Task ID 6501 | 0.0 |
Read books to entire classes or to small groups.O*NET Task ID 6502 | 0.0 |
Demonstrate activities to children.O*NET Task ID 6503 | 0.0 |
Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play.O*NET Task ID 6504 | 0.0 |
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.O*NET Task ID 6506 | 0.0 |
Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.O*NET Task ID 6507 | 0.0 |
Meet with parents and guardians to discuss their children's progress and to determine their priorities for their children and their resource needs.O*NET Task ID 6510 | 0.0 |
Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling.O*NET Task ID 6511 | 0.0 |
Guide and counsel students with adjustment or academic problems or special academic interests.O*NET Task ID 6513 | 0.0 |
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.O*NET Task ID 6514 | 0.0 |
Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them.O*NET Task ID 6516 | 0.0 |
Prepare materials, classrooms, and other indoor and outdoor spaces to facilitate creative play, learning and motor-skill activities, and safety.O*NET Task ID 6518 | 0.0 |
Meet with other professionals to discuss individual students' needs and progress.O*NET Task ID 6521 | 0.0 |
Supervise, evaluate, and plan assignments for teacher assistants and volunteers.O*NET Task ID 6524 | 0.0 |
Plan and supervise class projects, field trips, visits by guests, or other experiential activities and guide students in learning from those activities.O*NET Task ID 6528 | 0.0 |
Involve parent volunteers and older students in children's activities to facilitate involvement in focused, complex play.O*NET Task ID 6529 | 0.0 |
Perform administrative duties, such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.O*NET Task ID 6531 | 0.0 |
Attend staff meetings and serve on committees as required.O*NET Task ID 6532 | 0.0 |
Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.O*NET Task ID 6534 | 0.0 |
β = E1 + 0.5 × E2 · E1 = tasks where direct LLM access alone cuts time by at least 50%, E2 = tasks where software built on top of an LLM cuts time by at least 50%. Values take only 0 / 0.5 / 1.0.
Data sources & licenses — O*NET®, Anthropic Economic Index, Eloundou et al. (2023): see full notices on the Credits page
Todas as tarefas do O*NET 31.0 (37)
Todas as tarefas do O*NET 31.0 desta ocupação (em inglês, como publicadas; tipo de tarefa principal ou complementar). Os valores de exposição não constam desta lista; estão na tabela acima, ao lado de cada tarefa na redação da versão do O*NET usada por cada fonte.
| Tarefa (O*NET 31.0) | Tipo |
|---|---|
| Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills. | Principal |
| Establish and enforce rules for behavior and policies and procedures to maintain order among students. | Principal |
| Observe and evaluate children's performance, behavior, social development, and physical health. | Principal |
| Instruct students individually and in groups, adapting teaching methods to meet students' varying needs and interests. | Principal |
| Read books to entire classes or to small groups. | Principal |
| Demonstrate activities to children. | Principal |
| Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play. | Principal |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | Principal |
| Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. | Principal |
| Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. | Principal |
| Establish clear objectives for all lessons, units, and projects and communicate those objectives to children. | Principal |
| Prepare and implement remedial programs for students requiring extra help. | Principal |
| Meet with parents and guardians to discuss their children's progress and to determine their priorities for their children and their resource needs. | Principal |
| Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling. | Principal |
| Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. | Principal |
| Guide and counsel students with adjustment or academic problems or special academic interests. | Principal |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | Principal |
| Identify children showing signs of emotional, developmental, or health-related problems and discuss them with supervisors, parents or guardians, and child development specialists. | Principal |
| Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them. | Principal |
| Maintain accurate and complete student records and prepare reports on children and activities as required by laws, district policies, and administrative regulations. | Principal |
| Prepare materials, classrooms, and other indoor and outdoor spaces to facilitate creative play, learning and motor-skill activities, and safety. | Principal |
| Collaborate with other teachers and administrators in the development, evaluation, and revision of kindergarten programs. | Principal |
| Prepare, administer, and grade tests and assignments to evaluate children's progress. | Principal |
| Meet with other professionals to discuss individual students' needs and progress. | Principal |
| Organize and label materials and display children's work in a manner appropriate for their sizes and perceptual skills. | Principal |
| Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. | Principal |
| Supervise, evaluate, and plan assignments for teacher assistants and volunteers. | Principal |
| Administer standardized ability and achievement tests and interpret results to determine children's developmental levels and needs. | Principal |
| Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors. | Principal |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | Principal |
| Plan and supervise class projects, field trips, visits by guests, or other experiential activities and guide students in learning from those activities. | Principal |
| Involve parent volunteers and older students in children's activities to facilitate involvement in focused, complex play. | Principal |
| Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. | Principal |
| Perform administrative duties, such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading. | Principal |
| Attend staff meetings and serve on committees as required. | Principal |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | Principal |
| Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | Complementar |
0,13/ 3· Índice de exposição a robôs
Escala, base e fonte
Cada tarefa física recebe uma nota de 0 a 3 conforme o ambiente em que robôs já implantados, vendidos ou demonstrados poderiam realizá-la (0 nenhum · 1 ambientes feitos para robôs, como uma célula de máquinas cercada ou uma linha de engarrafamento · 2 instalações estruturadas, como uma farmácia hospitalar ou um porto de contêineres · 3 ambientes não estruturados, como uma residência particular ou um canteiro de obras), e as notas são promediadas pela parcela do tempo de trabalho
Tarefas físicas entre as tarefas O*NET 29.3 desta ocupação
A Anthropic estimou as notas e as parcelas de tempo com o Claude Opus 5 usando pesquisa na web (situação em 2026).
O índice de exposição a robôs é uma medida diferente dos números de exposição à IA deste site e não pode ser somado a eles nem comparado com eles. Não mede a adoção real nem o custo, e 0 também abrange ocupações sem tarefas físicas.
Nota de cada tarefa física
Níveis de ambiente robótico (E0–E3)
E0 nenhumDetalhes
Avaliada como não realizável por robôs que foram implantados, vendidos ou demonstrados, nem mesmo em um ambiente feito para robôs
E1 ambientes feitos para robôsDetalhes
Avaliada como realizável em um ambiente construído em torno da máquina, como uma célula de máquinas cercada ou uma linha de engarrafamento
E2 instalações estruturadasDetalhes
Avaliada como realizável em uma instalação de trabalho de pessoas que uma instituição mantém em um padrão de trabalho, como uma farmácia hospitalar ou um porto de contêineres
E3 ambientes não estruturadosDetalhes
Avaliada como realizável em um ambiente que nenhuma instituição mantém em um padrão de trabalho, como uma residência particular ou um canteiro de obras
Apenas as tarefas classificadas como físicas são listadas; as demais tarefas não têm nível na fonte.
| Tarefa (O*NET 29.3) | Nível de ambiente robótico |
|---|---|
| Demonstrate activities to children. | E1 ambientes feitos para robôs |
| Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play. | E1 ambientes feitos para robôs |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | E0 nenhum |
| Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling. | E0 nenhum |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | E0 nenhum |
| Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them. | E0 nenhum |
| Prepare materials, classrooms, and other indoor and outdoor spaces to facilitate creative play, learning and motor-skill activities, and safety. | E1 ambientes feitos para robôs |
| Organize and label materials and display children's work in a manner appropriate for their sizes and perceptual skills. | E1 ambientes feitos para robôs |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | E0 nenhum |
| Plan and supervise class projects, field trips, visits by guests, or other experiential activities and guide students in learning from those activities. | E0 nenhum |
| Perform administrative duties, such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading. | E0 nenhum |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | E1 ambientes feitos para robôs |
| Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | E1 ambientes feitos para robôs |
Informação ocupacional
Perspetivas de emprego (BLS)
- Emprego, 2025
- 111K
- Emprego projetado, 2035
- 111K
- Variação (2025–35)
- -0,3%
- Salário anual mediano, 2025
- $62.680
- Escolaridade habitual para ingresso
- Bachelor's degree
Ligações à classificação coreana (KSCO)
Ligações da versão atual de Korea Occupation Direct Crosswalk v1.1, elaborado pela AI Changing Work. Os valores de relação são lidos a partir da ocupação O*NET-SOC.
| Código KSCO | Nome KSCO | Relação | Estado |
|---|---|---|---|
| 26300 | 유치원 교사 | Mesmo âmbito | confirmado |
Definições de relação e estado(kr-direct v1.1)
Descrição ocupacional da OIT
A AI Changing Work vincula a esta ocupação os grupos de base da ISCO-08 abaixo aplicando, tal como publicadas, as tabelas de correspondência do Bureau of Labor Statistics dos EUA (BLS) (SOC 2018 para SOC 2010, SOC 2010 para ISCO-08), sem seleção caso a caso; cada vínculo pode ser total ou parcial.
- ISCO-08 2342Early Childhood Educators
Educadores de infância
Fonte: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
Licença: CC BY 4.0 (EU Reuse Notice)
A definição, as tarefas e os exemplos abaixo são a descrição da OIT para esse grupo de base, não para esta ocupação.
Early childhood educators promote the social, physical, and intellectual development of children below primary school age through the provision of educational and play activities
Tarefas
- (a) planning and organizing individual and group activities designed to facilitate the development of children's motor skills, cooperative and social skills, confidence and understanding;
- (b) promoting language development through story-telling, role-play, songs, rhymes and informal conversations and discussions;
- (c) leading children in activities that provide opportunities for creative expression through the media of art, dramatic play, music and physical fitness;
- (d) observing children in order to evaluate progress and to detect signs of developmental, emotional or health related problems;
- (e) observing and assessing nutritional health, welfare and safety needs of students and identifying factors which may impede students' progress;
- (f) supervising children's activities to ensure safety and resolve conflicts;
- (g) guiding and assisting children in the development of proper eating, dressing and toilet habits;
- (h) discussing progress or problems of children with parents and other staff members and identifying appropriate actions and referrals to other services;
- (i) establishing and maintaining collaborative relationships with other service providers working with young children.
Ocupações de exemplo
Early childhood educator · Pre-school teacher
Sources: ILO ISCO-08 — details: Credits
Vocabulário ocupacional ESCO
Cada entrada abaixo está associada a esta ocupação no ESCO-O*NET Crosswalk publicado (versão 1, 2022). Os tipos de correspondência são os dessa tabela; a redação é da AI Changing Work.
- Educador de infância/Educadora de infânciaESCO 2342.1Mesmo âmbito
Os educadores de infância ensinam aos alunos, sobretudo crianças jovens, matérias básicas e criatividade, com o objetivo de desenvolver as suas competências sociais e intelectuais de modo informal para os preparar para a futura aprendizagem formal. Criam planos de aula, eventualmente de acordo com um currículo fixo, para turmas inteiras ou grupos de menor dimensão e testam os alunos sobre os conteúdos. Estes planos, baseados em matérias básicas, podem incluir o ensino dos números, das letras e do reconhecimento das cores, dos dias da semana, da classificação dos animais e dos veículos de transporte, etc.. Os educadores de infância também supervisionam os alunos fora da sala de aula nas escolas e aplicam regras de comportamento.
- Educador formado na pedagogia Freinet/Educadora formada na pedagogia FreinetESCO 2342.2Esta ocupação é mais ampla
Os educadores formados na pedagogia Freinet ensinam os alunos através de abordagens que refletem a filosofia e os princípios de Freinet. Centram-se em métodos de aprendizagem baseados na curiosidade, na aplicação da democracia e na aprendizagem em cooperação. Aderem a um programa curricular específico que incorpora estes métodos de aprendizagem através dos quais os alunos utilizam práticas de tentativa e erro para desenvolverem os seus próprios interesses num contexto democrático e de autogoverno. Os educadores formados na pedagogia Freinet incentivam também os alunos a criar produtos de forma prática e a prestar serviços dentro e fora da escola, geralmente artesanais ou de iniciativa pessoal, pondo em prática a teoria da «pedagogia do trabalho». Gerem e avaliam todos os alunos em separado, de acordo com a filosofia de Freinet.
- Educador formado na pedagogia Montessori/Educadora formada na pedagogia MontessoriESCO 2342.3Esta ocupação é mais ampla
Os educadores formados na pedagogia Montessori ensinam os alunos através de abordagens que refletem a filosofia e os princípios de Montessori. Centram-se nos modelos de ensino construtivistas e de aprendizagem através da descoberta, através dos quais incentivam os alunos a aprender com as experiências em primeira mão e não através de instrução direta, proporcionando assim aos alunos um nível de liberdade relativamente elevado. Aderem a um programa de estudos específico que respeita o desenvolvimento natural, físico, social e psicológico dos alunos. Além disso, os educadores formados na pedagogia Montessori lecionam turmas com alunos com diferenças de idade de até três anos em grupos bastante grandes, e gerem e avaliam todos os alunos separadamente, de acordo com a filosofia da Montessori.
Fonte: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
Licença: CC BY 4.0 (EU Reuse Notice)
ESCO reuse terms and the modification notice are in Credits.
Ligações à classificação francesa (ROME)
Ligações entre esta ocupação e fichas ROME 4.0, estabelecidas pela AI Changing Work com modelos de IA. As relações leem-se do lado desta ocupação. As ligações marcadas como «provisório» foram adotadas apenas com base nos julgamentos de dois avaliadores da mesma família de modelos (Claude), ou por uma regra do operador aplicada a esses julgamentos, pelo que se apoiam em evidências mais fracas do que as ligações confirmadas.
| Código ROME | Designação ROME (francês) | Relação |
|---|---|---|
| K2106 | Professeur / Professeure des écoles | Esta ocupação é mais restritaprovisório |
Source: France Travail — Répertoire Opérationnel des Métiers et des Emplois (ROME 4.0), version 61, last updated 15 June 2026 (https://www.data.gouv.fr/datasets/repertoire-operationnel-des-metiers-et-des-emplois-rome). Licence Ouverte 2.0.
ROME codes and titles are reproduced unchanged; the links to O*NET-SOC occupations are AI Changing Work's own judgment and are not a France Travail correspondence.
(AI Changing Work link release: fr-direct v1)
Ligações à classificação espanhola (CNO-11)
Ligações entre esta ocupação e ocupações CNO-11, estabelecidas pela AI Changing Work com modelos de IA. As relações leem-se do lado desta ocupação.
| Código CNO-11 | Designação CNO-11 (espanhol) | Relação |
|---|---|---|
| 2251 | Maestros de educación infantil | Esta ocupação é mais restrita |
Source: Instituto Nacional de Estadística (INE), National Classification of Occupations 2011 (CNO-11, Royal Decree 1591/2010) — www.ine.es · Licensed CC BY 4.0. CNO-11 codes and Spanish titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own judgment and are not an INE correspondence.
(AI Changing Work link release: es-direct v1)
Ligações à classificação alemã (KldB)
Ligações entre esta ocupação e ocupações KldB, estabelecidas pela AI Changing Work com modelos de IA. As relações leem-se do lado desta ocupação.
| Código KldB | Designação KldB (alemão) | Relação |
|---|---|---|
| 83113 | Berufe in der Kinderbetreuung und -erziehung - komplexe Spezialistentätigkeiten | Sobrepõem-se, não são iguais |
| 84114 | Lehrkräfte in der Primarstufe - hoch komplexe Tätigkeiten | Relacionada, não correspondente |
Source: © Statistik der Bundesagentur für Arbeit — Klassifikation der Berufe 2010 – überarbeitete Fassung 2020, https://statistik.arbeitsagentur.de. KldB codes and titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own mapping (eigene Zuordnung) and are not a Bundesagentur für Arbeit correspondence.
(AI Changing Work link release: de-direct v1)
Ligações à classificação japonesa (JSCO)
Ligações entre esta ocupação e ocupações JSCO, estabelecidas pela AI Changing Work com modelos de IA. As relações leem-se do lado desta ocupação.
| Código JSCO | Designação JSCO (japonês) | Relação |
|---|---|---|
| 191 | 幼稚園教員 | Esta ocupação é mais restrita |
Source: Ministry of Internal Affairs and Communications (MIC), Japan Standard Occupational Classification (Dec. 2009, MIC Notification No. 555). JSCO codes and Japanese titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own judgment and are not a MIC correspondence.
(AI Changing Work link release: jp-direct v1)
Fontes de dados e licenças desta página, e avisos de modificação e tradução da AI Changing Work: Créditos e fontes