What Competences Do VET Teachers in Germany Really Need? A Work- and Organization Psychology Perspective
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| Title: | What Competences Do VET Teachers in Germany Really Need? A Work- and Organization Psychology Perspective |
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| Language: | English |
| Authors: | Lea Friedrich-Besser, Stephan Salber, Anne Traum, Franz Kaiser, Renate Rau |
| Source: | International Journal for Research in Vocational Education and Training. 2026 13(2):158-185. |
| Availability: | European Educational Research Association / European Research Network Vocational Education and Training.Am Fallturm 1, Bremen, 28359, Germany. Tel: +49-421-218-66336; Fax: +49-421-218-98-66336; e-mail: ijrvet@uni-bremen.de; Web site: http://www.ijrvet.net |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Teacher Competencies, Foreign Countries, Career and Technical Education Teachers, Urban Schools, Rural Schools, Work Environment, Faculty Workload, Teaching Load, Teaching Conditions |
| Geographic Terms: | Germany |
| ISSN: | 2197-8638 2197-8646 |
| Abstract: | Context: Vocational Education and Training (VET) teachers face increasingly complex challenges, driven by rapid technological advancements and evolving educational demands. Traditional teacher education programs often focus primarily on pedagogical skills and subject-specific expertise but fail to fully address the broader, real-world contexts in which VET teachers operate. This gap between training and practice results in a mismatch between teachers' competences and the actual job requirements they encounter. To bridge this gap, there is a need to investigate the specific competences required by VET teachers that go beyond occupation or subject specific knowledge and traditional teaching tasks. Approach: This study employs a deductive approach grounded in Action Regulation Theory to analyze the work characteristics and contexts that shape the competences required for effective VET teaching and tasks linked to that work. Using objective work analysis tools, we examined 18 VET teaching positions in Mecklenburg-Western Pomerania, Germany, focusing on both the range of tasks teachers perform and the conditions under which these tasks are carried out. The explorative study shows how varying contextual factors, such as organizational structures and work conditions, influence the competences required for VET teachers to manage their roles effectively. By examining these relationships, the study aims to develop a more accurate understanding of the competences needed to navigate the diverse challenges faced by VET teachers. Findings: The analysis revealed that VET teachers require a broad set of competences, including multitasking, clear communication, empathy, decision-making, and other organizational skills. These competences are essential for managing tasks such as lesson preparation, participation in examination boards, and addressing pupils' personal challenges. Moreover, the study highlighted how context-specific factors--such as classroom behavior, pupil diversity, and organizational conditions--significantly influence the required competences. The findings underscore the importance of these context-dependent competences, which are often overlooked in traditional teacher training programs. Conclusions: Our findings suggest that teacher education programs should place greater emphasis on context-specific competences, in addition to occupation or subject specific and pedagogical knowledge. By integrating context-sensitive competences into training programs, institutions can better prepare VET teachers to meet the diverse demands of their profession while also promoting their long-term well-being. This study offers valuable insights for improving both the quality of vocational education and the sustainability of teaching careers, particularly in rapidly evolving educational environments. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506122 |
| Database: | ERIC |
| Abstract: | Context: Vocational Education and Training (VET) teachers face increasingly complex challenges, driven by rapid technological advancements and evolving educational demands. Traditional teacher education programs often focus primarily on pedagogical skills and subject-specific expertise but fail to fully address the broader, real-world contexts in which VET teachers operate. This gap between training and practice results in a mismatch between teachers' competences and the actual job requirements they encounter. To bridge this gap, there is a need to investigate the specific competences required by VET teachers that go beyond occupation or subject specific knowledge and traditional teaching tasks. Approach: This study employs a deductive approach grounded in Action Regulation Theory to analyze the work characteristics and contexts that shape the competences required for effective VET teaching and tasks linked to that work. Using objective work analysis tools, we examined 18 VET teaching positions in Mecklenburg-Western Pomerania, Germany, focusing on both the range of tasks teachers perform and the conditions under which these tasks are carried out. The explorative study shows how varying contextual factors, such as organizational structures and work conditions, influence the competences required for VET teachers to manage their roles effectively. By examining these relationships, the study aims to develop a more accurate understanding of the competences needed to navigate the diverse challenges faced by VET teachers. Findings: The analysis revealed that VET teachers require a broad set of competences, including multitasking, clear communication, empathy, decision-making, and other organizational skills. These competences are essential for managing tasks such as lesson preparation, participation in examination boards, and addressing pupils' personal challenges. Moreover, the study highlighted how context-specific factors--such as classroom behavior, pupil diversity, and organizational conditions--significantly influence the required competences. The findings underscore the importance of these context-dependent competences, which are often overlooked in traditional teacher training programs. Conclusions: Our findings suggest that teacher education programs should place greater emphasis on context-specific competences, in addition to occupation or subject specific and pedagogical knowledge. By integrating context-sensitive competences into training programs, institutions can better prepare VET teachers to meet the diverse demands of their profession while also promoting their long-term well-being. This study offers valuable insights for improving both the quality of vocational education and the sustainability of teaching careers, particularly in rapidly evolving educational environments. |
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| ISSN: | 2197-8638 2197-8646 |
