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| Main Authors: | , |
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| Format: | Recurso digital |
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Zenodo
2025
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| Online Access: | https://doi.org/10.5281/zenodo.15364031 |
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Table of Contents:
- <p>Context: The shortage of teachers can be identified as a European, if not global, problem. To ensure teacher supply in the future, various possibilities have been established recently in Germany to enter vocational teacher education. One of these ways are special cooperation projects between universities of applied sciences for engineering and universities with teacher education programs. A project like this lies in the focus of the research at hand. The aim of the research is to identify the motivational factors of engineering students choosing to participate in the project in order to later enter teacher education. Through this, recruitment potential for possible future students may be identified. <br>Approach: A qualitative interview study is conducted to gather data on the motives of bachelor engineering students to take part in the project mentioned above. We therefore draw from research results regarding the widely used FIT-Choice scales and the in Germany more prominently used FEMOLA-scales. The FEMOLA-scales are used to conduct guideline-based interviews with n=7 engineering students currently participating in the project. Additionally, narrative inquiry is used in the interviews to get insights on the biographical and academic pathways of the engineering students into the project. For analysis, a combination of narrative inquiry and qualitative content analysis is used. <br>Findings: The results show three discernible types of students characterised by their respective motivations, namely intrinsic, altruistic and extrinsic. The analysis reveals that the idea of pursuing vocational teacher education is initially formulated during the students' own academic journeys within the education system, particularly within the context of vocational education. <br>Conclusions: Although the identified types of students differ in their characteristics of motives of entering the project, across all types the interest in a career in vocational teaching stems from own experiences in vocational education. Here, recruitment potential for future teacher students can be identified. Additionally, pedagogical interest and altruistic motives can be identified as the most important influences.</p>