Motivations to Have a Second Career as a Teacher in Vocational Education and Training

Autor/inn/en	Kristmansson, Per; Fjellström, Magnus
Titel	Motivations to Have a Second Career as a Teacher in Vocational Education and Training
Quelle	In: Vocations and Learning, 15 (2022) 3, S.407-425 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kristmansson, Per) ORCID (Fjellström, Magnus)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-785X
DOI	10.1007/s12186-022-09294-8
Schlagwörter	Foreign Countries; Vocational Education Teachers; Career Change; Career Choice; Motivation; Influences; Family Work Relationship; Work Environment; Sweden + Suchen Sie Ihr Suchwort? Ausland; Ausbilder; Career changes; Berufswechsel; psychologische; Motivation (psychologisch); Influence; Einfluss; Einflussfaktor; Arbeitsmilieu; Schweden
Abstract	In Sweden, upper secondary vocational education and training (VET) teachers must have high relevant vocational experience from a previous career, but 44% do not have a teaching certificate and thus are not formally qualified. However, there are significant differences between the 12 national VET programs in this respect. For example, 68 percent of the Child Recreation Program teachers are qualified, but only 28 percent of the HVAC and Property Maintenance Program teachers. The overall aim of this study is to identify and understand factors that motivate individuals to choose VET teaching as a second career in Sweden. As the Factors influencing teaching choice (FIT-Choice) scale has been rarely used in a Swedish VET context, a secondary aim is to test its suitability in this context. Thus, we investigate Swedish VET teachers' choice of a second career, using the FIT-Choice scale. The findings show that it has sufficient validity and reliability for investigating Swedish VET teachers' motivational determinants, and that the factors motivating their career change are highly dependent on their former occupation and working conditions. Other important factors include the family-friendly work schedules. The findings contribute to understanding of factors that motivate people to become vocational teachers, which is essential for improving the development of the highly skilled employees required in numerous sectors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01