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Support from teachers and trainers in vocational education and training: the pathways to career aspirations and further career development


Hofmann, Claudia; Stalder, Barbara E.; Tschan, Franziska; Häfeli, Kurt


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Abstract Transition from school to work is a challenging period for young people with learning difficulties. In the dual vocational system of Switzerland, teachers at vocational educational and training (VET)-schools, as well as trainers at VETcompanies,provide important support. We were interested in the different pathways from this support to apprentice’s career aspirations and further training. Structural equation modelling was used to analyse data from a longitudinal study in four occupational sectors. Results show that VET-teacher support is directly and indirectly related to career aspirations at the end of the apprenticeship, whereas VET-trainer support influences career aspirations only indirectly. Domain specific constructs (ability self-concept at VET-school, skill variety at the VET-company)and self-esteem are important as intermediary variables. Ability self-concept at VET-school had a strong influence on further education three years after the apprenticeship.
Thesaurusschlagwörter teacher; vocational education; Switzerland; adolescent; part-time vocational school; course of education; school success; dual system; learning difficulty; apprenticeship; training
Klassifikation Berufsforschung, Berufssoziologie; Makroebene des Bildungswesens
Freie Schlagwörter Übergang Schule-Beruf; School-to-work transition; special educational needs; social support; vocational education and training; longitudinal study
Sprache Dokument Englisch
Publikationsjahr 2014
Seitenangabe S. 1-20
Zeitschriftentitel International journal for research in vocational education and training, 1 (2014) 1
DOI http://dx.doi.org/10.13152/IJRVET.1.1.5
ISSN 2197-­8646
Status Veröffentlichungsversion; begutachtet (peer reviewed)
Lizenz Creative Commons - Namensnennung, Nicht kommerz., Keine Bearbeitung