Context: The current shortage of teachers in Germany, especially in vocational schools, is of relevance to the education system and labour market policy. To recruit future teachers more effectively, it is of great importance to gain a better understanding of pre-service teachers’ career choice motivation. However, research has concentrated so far mainly on teachers in the general education system. The present study investigates the career choice motivation of students who will become vocational education and training (VET) teachers and compares it to the career choice motivation of future comprehensive school teachers. Approach: We surveyed N = 79 teacher training students in total, 30 pre-service VET teachers and 49 pre-service comprehensive school teachers at the beginning of their university-based teacher training. To measure career choice motivation, we used the standardized questionnaire Motivation for Choosing Teacher Education (FEMOLA) including six subscales (Pohlmann & Möller, 2010). In order to compare pre-service VET and comprehensive school teachers with regard to the six scales of career choice motivation, we performed a multivariate analysis of covariance (MANCOVA). Findings: We found the highest means for the motives subject-specific and educational interest for the future VET teachers. In comparison to the pre-service comprehensive school teachers, they rated their educational interest, social influences, and utility as significantly less relevant in terms of their career choice motivation. There are no significant differences on the other three motivational scales. Conclusion: The findings show that the two groups partially differ in their motivations to become a teacher. Therefore, we can conclude that the measures for attracting new students should also be individually adapted to the motives for their career choice. For example, in a counselling interview, the motives for choosing a profession should be discussed and compared with the requirements for studying and later working life.
In Germany, schools are largely responsible for adolescents’ career development. Corresponding interventions in career guidance must take into account various endogenous and exogenous factors of individualized development to foster successful post‐school transitions. Parents, in particular, are one of the most significant influencing factors when it comes to shaping after‐school plans usually having a highly positive effect along with teacher support. Children in one‐parent families constitute a group that has received little attention so far in the context of career guidance analysis. They are at a higher risk of social decline into precarious circumstances and of living in families with lower education levels as well as less parental care time. In addition, one‐parent families more often report that they are unable to adequately support their children concerning career development, ultimately impacting the children’s post‐school transition. Based on the theoretical model of career competence, a sample from eight German schools (N = 1998) is used to investigate to what extent adolescents in one‐parent families differ from their peers in other family compositions regarding both support and development of career competence. Each school’s location and teacher support are included in the calculations. This study shows that adolescents in one‐parent families display below‐average levels concerning three of the analysed facets (occupational knowledge, exploration, and self‐regulation).
Vocational schools are the backbone of Germany's dual training system and it is expected that students in such schools have successfully mastered their first career-related decision. However, previous research suggests that attending a vocational school is often based more on practical considerations than on an informed careerdecision making process. Therefore, questions arise about the state of vocational students' career competences and how to support their development on an individual basis. This study aims to shed light on the developmental patterns of students' career competences at German vocational schools. Latent profile analysis of career competence was therefore conducted with data from vocational school students (N = 453). Data collection took place in 2017 in four vocational schools in North Rhine-Westphalia. The participants were on average 18.20 years old (SD = 1.65), and 48% of them were female. Using a standardized questionnaire, they self-assessed 12 facets of their career competences. The results showed 3 profile groups that followed a similar pattern regarding the 12 career competence facets. They mainly differed in their overall career competence level: low developed, intermediate and advanced. Furthermore, a fourth profile that diverged from the three other profiles in terms of career pattern was identified: highly concerned/little-stress-resistant. A multivariate analysis of variance revealed statistical differences among these profile groups in the 12 career competence facets. Multinomial logistic regressions showed significant effects from gender and concrete career aspirations on profile affiliation. Limitations of the study, practical implications, and issues for future research are discussed.
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