Can vocational interests of students be used to recruit suitable candidates for teacher training programmes in technical vocational education and training in Germany?
PurposeIn Germany, various approaches have been taken to tackle the current teacher shortage in technical and vocational education and training (TVET). One attempt to remedy the shortage in Bavaria has been the introduction of an engineering education study programme at universities of applied scien...
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| Vydané v: | Education & training (London) Ročník 66; číslo 5; s. 557 - 571 |
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Emerald Publishing Limited
12.08.2024
Emerald Group Publishing Limited |
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| Abstract | PurposeIn Germany, various approaches have been taken to tackle the current teacher shortage in technical and vocational education and training (TVET). One attempt to remedy the shortage in Bavaria has been the introduction of an engineering education study programme at universities of applied sciences. Ideal candidates for this programme should have an interest in both engineering and social interaction. For effective recruitment, therefore, it is necessary to know applicants’ characteristics such as their vocational interests. In this study, the vocational interest profiles of students in TVET teacher training programmes were identified and their interest profiles and further characteristics were compared with those of other VET students at universities and universities of applied sciences.Design/methodology/approachAn online questionnaire based on Holland’s interest theory and adapted from the Allgemeiner-Interessen-Struktur-Test-3 (interest structure test) was administered to 85 students in TVET teacher training programmes at universities and universities of applied sciences in Bavaria. Items regarding reasons for choosing a particular study programme, university location and other personal details were added.FindingsThe vocational interest profiles of students at universities and universities of applied sciences can be described as similar but weakly differentiated. Insights are provided by the characteristics of students such as the majority being first-time academics in the family. The reasons for choosing the degree programme and university location highlight the fact that a large proportion of students in engineering education would not have chosen a teaching-related degree programme if it had not been offered at the respective university of applied sciences.Research limitations/implicationsAlthough the sample in this study was small and, therefore, limiting, it represented a high proportion of TVET teacher training students in Bavaria and a substantial proportion of first-year students in TVET teacher training programmes at universities and universities of applied sciences in Bavaria (section 2.2 and 3.1). Thus, the findings provide valuable insights into commonalities in interest profiles between engineering education students at universities of applied sciences and other TVET students at universities. With respect to the domain of the chosen vocational specialisation, differentiated profiles emerged that, for example, showed a stronger artistic orientation among students in construction technology/wood. For further analysis, the previous variable-centred orientation of the analysis can be supplemented by person-centred analyses (e.g. cluster analysis and latent variable mixture modelling, LVMM) (cf. Leon et al., 2021).Practical implicationsThe findings in this study reveal the potential for attracting candidates to universities of applied sciences if they prefer to study in rather rural areas close to their hometowns. With the aim to educate prospective teachers for future work not only in metropolitan regions but in rural areas too, offering bachelor degree programmes in rural areas would seem promising. A regional option can boost the recruitment of new students and attract candidates that otherwise would be unable to pursue studies or a career as a teacher in vocational education. The results of this study and those of previous studies suggest that universities of applied sciences can cooperate with universities to help solve the teacher shortage problem.Social implicationsOverall, it is apparent that the students' interests reached comparatively high values in all interest orientations and thus are only weakly differentiated. If undifferentiated profiles indicate low levels of career readiness, this significantly affects the recruitment of young people for the teaching profession. Assessing career orientation and promoting vocational interests should be prioritised during secondary school education. Vocational orientation measures are essential and should provide insight into typical activities of daily work life in different professions and thus pique and foster interests.Originality/valueThis study provides insight into how to respond to the teacher shortage in VET by identifying important characteristics of engineering education students using vocational interest profiling. |
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| AbstractList | PurposeIn Germany, various approaches have been taken to tackle the current teacher shortage in technical and vocational education and training (TVET). One attempt to remedy the shortage in Bavaria has been the introduction of an engineering education study programme at universities of applied sciences. Ideal candidates for this programme should have an interest in both engineering and social interaction. For effective recruitment, therefore, it is necessary to know applicants’ characteristics such as their vocational interests. In this study, the vocational interest profiles of students in TVET teacher training programmes were identified and their interest profiles and further characteristics were compared with those of other VET students at universities and universities of applied sciences.Design/methodology/approachAn online questionnaire based on Holland’s interest theory and adapted from the Allgemeiner-Interessen-Struktur-Test-3 (interest structure test) was administered to 85 students in TVET teacher training programmes at universities and universities of applied sciences in Bavaria. Items regarding reasons for choosing a particular study programme, university location and other personal details were added.FindingsThe vocational interest profiles of students at universities and universities of applied sciences can be described as similar but weakly differentiated. Insights are provided by the characteristics of students such as the majority being first-time academics in the family. The reasons for choosing the degree programme and university location highlight the fact that a large proportion of students in engineering education would not have chosen a teaching-related degree programme if it had not been offered at the respective university of applied sciences.Research limitations/implicationsAlthough the sample in this study was small and, therefore, limiting, it represented a high proportion of TVET teacher training students in Bavaria and a substantial proportion of first-year students in TVET teacher training programmes at universities and universities of applied sciences in Bavaria (section 2.2 and 3.1). Thus, the findings provide valuable insights into commonalities in interest profiles between engineering education students at universities of applied sciences and other TVET students at universities. With respect to the domain of the chosen vocational specialisation, differentiated profiles emerged that, for example, showed a stronger artistic orientation among students in construction technology/wood. For further analysis, the previous variable-centred orientation of the analysis can be supplemented by person-centred analyses (e.g. cluster analysis and latent variable mixture modelling, LVMM) (cf. Leon et al., 2021).Practical implicationsThe findings in this study reveal the potential for attracting candidates to universities of applied sciences if they prefer to study in rather rural areas close to their hometowns. With the aim to educate prospective teachers for future work not only in metropolitan regions but in rural areas too, offering bachelor degree programmes in rural areas would seem promising. A regional option can boost the recruitment of new students and attract candidates that otherwise would be unable to pursue studies or a career as a teacher in vocational education. The results of this study and those of previous studies suggest that universities of applied sciences can cooperate with universities to help solve the teacher shortage problem.Social implicationsOverall, it is apparent that the students' interests reached comparatively high values in all interest orientations and thus are only weakly differentiated. If undifferentiated profiles indicate low levels of career readiness, this significantly affects the recruitment of young people for the teaching profession. Assessing career orientation and promoting vocational interests should be prioritised during secondary school education. Vocational orientation measures are essential and should provide insight into typical activities of daily work life in different professions and thus pique and foster interests.Originality/valueThis study provides insight into how to respond to the teacher shortage in VET by identifying important characteristics of engineering education students using vocational interest profiling. PurposeIn Germany, various approaches have been taken to tackle the current teacher shortage in technical and vocational education and training (TVET). One attempt to remedy the shortage in Bavaria has been the introduction of an engineering education study programme at universities of applied sciences. Ideal candidates for this programme should have an interest in both engineering and social interaction. For effective recruitment, therefore, it is necessary to know applicants’ characteristics such as their vocational interests. In this study, the vocational interest profiles of students in TVET teacher training programmes were identified and their interest profiles and further characteristics were compared with those of other VET students at universities and universities of applied sciences.Design/methodology/approachAn online questionnaire based on Holland’s interest theory and adapted from the Allgemeiner-Interessen-Struktur-Test-3 (interest structure test) was administered to 85 students in TVET teacher training programmes at universities and universities of applied sciences in Bavaria. Items regarding reasons for choosing a particular study programme, university location and other personal details were added.FindingsThe vocational interest profiles of students at universities and universities of applied sciences can be described as similar but weakly differentiated. Insights are provided by the characteristics of students such as the majority being first-time academics in the family. The reasons for choosing the degree programme and university location highlight the fact that a large proportion of students in engineering education would not have chosen a teaching-related degree programme if it had not been offered at the respective university of applied sciences.Research limitations/implicationsAlthough the sample in this study was small and, therefore, limiting, it represented a high proportion of TVET teacher training students in Bavaria and a substantial proportion of first-year students in TVET teacher training programmes at universities and universities of applied sciences in Bavaria (section 2.2 and 3.1). Thus, the findings provide valuable insights into commonalities in interest profiles between engineering education students at universities of applied sciences and other TVET students at universities. With respect to the domain of the chosen vocational specialisation, differentiated profiles emerged that, for example, showed a stronger artistic orientation among students in construction technology/wood. For further analysis, the previous variable-centred orientation of the analysis can be supplemented by person-centred analyses (e.g. cluster analysis and latent variable mixture modelling, LVMM) (cf. Leon et al., 2021).Practical implicationsThe findings in this study reveal the potential for attracting candidates to universities of applied sciences if they prefer to study in rather rural areas close to their hometowns. With the aim to educate prospective teachers for future work not only in metropolitan regions but in rural areas too, offering bachelor degree programmes in rural areas would seem promising. A regional option can boost the recruitment of new students and attract candidates that otherwise would be unable to pursue studies or a career as a teacher in vocational education. The results of this study and those of previous studies suggest that universities of applied sciences can cooperate with universities to help solve the teacher shortage problem.Social implicationsOverall, it is apparent that the students' interests reached comparatively high values in all interest orientations and thus are only weakly differentiated. If undifferentiated profiles indicate low levels of career readiness, this significantly affects the recruitment of young people for the teaching profession. Assessing career orientation and promoting vocational interests should be prioritised during secondary school education. Vocational orientation measures are essential and should provide insight into typical activities of daily work life in different professions and thus pique and foster interests.Originality/valueThis study provides insight into how to respond to the teacher shortage in VET by identifying important characteristics of engineering education students using vocational interest profiling. |
| Author | Hommel, Mandy |
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| Cites_doi | 10.48513/joted.v6i2.129 10.1016/j.jvb.2015.08.009 10.3389/fpsyg.2015.00189 10.16993/njtcg.29 10.1111/j.1744-6570.2005.00672.x 10.22492/ije.10.3.01 10.3390/edusci13030227 10.1037/12171-001 10.1016/j.tate.2016.01.010 10.1037/cou0000164 10.1787/59d4fbb1-en 10.1177/08902070211014015 10.1007/s12186-020-09256-y 10.1080/13636820.2011.552732 10.25162/zbw-2019-0005 10.25162/zbw-2022-0007 10.1007/s11618-022-01067-2 10.1016/j.tate.2021.103622 10.25162/zbw-2021-0009 10.1007/978-94-017-8902-8_16 10.1002/jocc.12073 10.1016/j.jvb.2016.11.002 |
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Empirical Findings from the Higher Vocational School Teacher Training Programme at the Technical University of Dresden] publication-title: Zeitschrift für Berufs-und Wirtschaftspädagogik doi: 10.25162/zbw-2019-0005 – volume: 118 start-page: 163 issue: 2 year: 2022 ident: key2024080913592461800_ref034 article-title: Vollmundige Alleskönnen – Lehrerbildung an Hochschulen für angewandte Wissenschaften (HAW): was sie behaupten und doch nicht können publication-title: Zeitschrift für Berufs- und Wirtschaftspädagogik doi: 10.25162/zbw-2022-0007 – ident: key2024080913592461800_ref004 – volume: 25 start-page: 659 issue: 3 year: 2022 ident: key2024080913592461800_ref016 article-title: Die Bedeutung der Interessenkongruenz für die Schulzufriedenheit in der beruflichen Oberstufe publication-title: Zeitschrift für Erziehungswissenschaft doi: 10.1007/s11618-022-01067-2 – volume: 112 year: 2022 ident: key2024080913592461800_ref011 article-title: The Big Six interests of STEM and non-STEM students inside and outside of teacher education publication-title: Teaching and Teacher Education doi: 10.1016/j.tate.2021.103622 – volume: 117 start-page: 194 issue: 2 year: 2021 ident: key2024080913592461800_ref026 article-title: Latente Profile der beruflichen Interessen Studierender des gewerblich-technischen Lehramts und ingenieurwissenschaftlicher Disziplinen [Latent profiles of professional interests of students of industrial-technical teaching and engineering disciplines] publication-title: Zeitschrift für Berufs-und Wirtschaftspädagogik doi: 10.25162/zbw-2021-0009 – ident: key2024080913592461800_ref006 – ident: key2024080913592461800_ref002 – ident: key2024080913592461800_ref010 doi: 10.1007/978-94-017-8902-8_16 – volume-title: Allgemeiner Interessen-Struktur-Test mit Umwelt-Struktur-Test (UST), Revision (AIST-R) year: 2005 ident: key2024080913592461800_ref001 – volume: 20 start-page: 250 issue: 3 year: 2017 ident: key2024080913592461800_ref042 article-title: Examining person-environment fit and academic major satisfaction publication-title: Journal of College Counseling doi: 10.1002/jocc.12073 – volume: 98 year: 2017 ident: key2024080913592461800_ref041 article-title: Interest congruence and performance: revisiting recent metaanalytic findings publication-title: Journal of Vocational Behavior doi: 10.1016/j.jvb.2016.11.002 – volume-title: AIST-3. Allgemeiner Interessen-Struktur-Test mit Umwelt-Struktur-Test (UST-3) year: 2019 ident: key2024080913592461800_ref003 – volume: 37 start-page: 92 issue: 2 year: 2018 ident: key2024080913592461800_ref015 article-title: Recruiting international educators in a global teacher shortage: research for practice publication-title: The International Schools Journal |
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| Title | Can vocational interests of students be used to recruit suitable candidates for teacher training programmes in technical vocational education and training in Germany? |
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