Beyond the diploma – future plans and career guidance in teacher education

Abstract

In 2021, a large sample survey of the number of teachers in the country put the proportion of vacancies at 39% for teachers of vocational theory and 30% for teachers of vocational foundation subjects, demonstrating that there is a strong and urgent need for teachers to be involved in vocational education and training. The strategic programme Vocational Education and Training 4.0, which was launched in 2020 by the Ministry of Innovation and Technology, aimed at the systemic development of vocational and adult education, including the renewal of vocational teacher training. One of the main aims of the vocational teacher training programme, which will start in September 2021 and will provide a bachelor’s degree, is to make vocational education more appealing by training teachers who are capable of imparting the practical knowledge and skills needed to teach the profession in the context of school-based vocational education and adult education, and to increase the number of vocational teachers by the number of graduates. The main incentive for applying to the vocational training program was having a high school diploma at the intermediate level, sufficient for admission. Therefore, a high proportion of applicants for vocational teacher training are not enrolled primarily for the purpose of entering vocational training, but for other, individual motivations, which raises questions about whether the supply of professionals is actually being met. Our quantitative survey, conducted in 2022 and targeting the entire population, aimed to explore what the real motivation of students to enrol in the course was, and how the content of the training shaped their initial, individual objectives - given the different socio-demographic background of the participants, and their wide range of interests and experiences, we also wanted to get an idea of what a higher education institution can contribute to motivating vocational teacher candidates to enter the formal vocational education. The results of the survey of 103 participants showed that the majority did not choose a vocational training course because they wanted to join a school-based vocational training system, but rather because they were motivated by the need for self-education and other personal goals. However, the desire to impart professional knowledge is present in almost all of them, which can be built upon by training providers with modern educational content, varied and up-to-date teaching methodologies and a student-friendly approach, which can transform the original objectives and make it attractive for them to enter the formal vocational training. Students expect knowledge but also support in terms of contacts. They therefore consider it important to be supported in their career as teachers through liaison and communication with vocational schools.