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.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2197-8646
Schlagwörter	Foreign Countries; Vocational Education; Occupational Aspiration; Career Development; Apprenticeships; Structural Equation Models; Data Analysis; Longitudinal Studies; Teacher Influence; Ability; Self Concept; Education Work Relationship; Special Education; Social Support Groups; Young Adults; Learning Disabilities; Hypothesis Testing; Switzerland + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Berufsbildung; Berufsneigung; Berufsziel; Berufsentwicklung; Apprenticeship; Lehre; Auswertung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fähigkeit; Fertigkeit; Selbstkonzept; Special needs education; Sonderpädagogik; Sonderschulwesen; Social support; Soziale Unterstützung; Young adult; Junger Erwachsener; Learning handicap; Lernbehinderung; Hypothesenprüfung; Hypothesentest; 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 VET-companies, 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. (As Provided).
Anmerkungen	European Educational Research Association / European Research Network Vocational Education and Training.Am Fallturm 1, Bremen, 28359, Germany. Tel: +49-421-218-66336; Fax: +49-421-218-98-66336; e-mail: ijrvet@uni-bremen.de; Web site: http://www.ijrvet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01