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

Autor/inn/en	Hofmann, Claudia; Stalder, Barbara E.; Tschan, Franziska; Häfeli, Kurt
Titel	Support from teachers and trainers in vocational education and training: The pathways to career aspirations and further career development.
Quelle	In: International journal for research in vocational education and training, 1 (2014) 1, S. 1-20Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3); PDF als Volltext kostenfreie Datei (4) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2197-8646
DOI	10.13152/IJRVET.1.1.5
URN	urn:nbn:de:0111-pedocs-104870 urn:nbn:de:0168-ssoar-423782
Schlagwörter	Berufsausbildung; Berufsschule; Berufslaufbahn; Lehrer; Schweiz; Ausbilder; Förderung; Förderung; Lehrer; Lernschwierigkeit; Übergang Schule - Beruf; Berufsausbildung; Berufslaufbahn; Berufsvorstellung; Berufsschule; Ausbilder; Junger Erwachsener; Schweiz
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. (DIPF/orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2015/3