Different Pathways, Shared Challenges: Reflections on Entering Vocational Teaching in Germany

Germany is experiencing a shortage of teachers, a situation that is particularly evident in the domain of technical vocational education. In response to this, various pathways into vocational teacher education have been established. These pathways are diverse in their nature but all lead to the same teacher degree as traditional teacher education. In two interview studies (n=22 (pre service) vocational teachers), initial motives of entering teacher education (based on FIT-Choice) as well as retrospective views on the career choice after entering the profession (based on PLP model) are analyzed. The present study compares the reflective views of pre-service teachers and career-changing in-service teachers (CCIT). Although both groups generally perceive their career choice positively, the results raise questions about why CCITs did not enter the field of teacher education in the first place. Additionally, the analysis allows for further discussion about existing teacher education programs in times of teacher shortage.