Pre-Service Teacher Career Choice Motivation: A Comparison of Vocational Education and Training Teachers and Comprehensive School Teachers in Germany

Abstract

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.

The Absorption of Vocational Education Graduates in The Automotive Sector in The Industrial World

“…Another problem that becomes a crucial factor is the motivation, interest, and job satisfaction offered by the industrial world (Herman & Didin, 2020). These aspects are very important to fulfill, so that interest in working in relevant industries will emerge from the graduates, which in turn will increase the number of graduates' absorption (Ollikainen & Karhunen, 2021;Stellmacher et al, 2020). In addition, the work environment must also ensure comfort and safety at work, so that it will give motivation and interest to work as well as prospective workers (Bui & Do Van Dung, 2019;Indrayanto et al, 2018).…”

“…Vocational education needs to encourage students' self-development and strengthen good work attitudes and in accordance with industrial work culture (Indiyaningsih et al, 2020;Tentama & Riskiyana, 2020). Vocational education is also very important in developing teacher work competencies through training and apprenticeships, so that industrial competencies possessed by teachers can be channeled to students (Lindvig & Mathiasen, 2020;Stellmacher et al, 2020). In addition, efforts to respond to technological developments that exist in the 21st century and industry 4.0 must also be carried out, so that the absorption of graduates can be increased (Wagiran et al, 2019).…”

Reflective Thinking Practice: an Analysis of English Teachers’ Perception during Online Learning

“…Teachers need to make connections within the ideas and link them with the upcoming insights before applying them to the practice of their teaching and learning process (Bosica et al, 2021;Stellmacher et al, 2020). Thus, before transferring the knowledge to students, the teachers need to prepare themselves to understand the material as the reflective practice is belonged to the meaning-making process for both students and also teachers (Arfani & Sulistia, 2019;Torimtubun et al, 2020).…”

Factors that Influence the Work Interest of Prospective Undergraduate Education in Industry

“…Attention in work is heightened soul activity in which the soul is entirely concentrated on an item (object/thing) or a group of things. Attention is a reaction of the organism and consciousness that results in increased activity, concentrated power, and limited awareness of a single object (Crowne et al, 2020;Stellmacher et al, 2020). Someone interested in a particular job will pay great attention to that job.…”

“…A strong desire to work in the industry will provide a strong impetus for students to know more about the job. This strong desire will also affect their interest in working in the industry (Ives et al, 2020;Stellmacher et al, 2020).…”