What Competences Do VET Teachers in Germany Really Need? A Work- and Organization Psychology Perspective

Abstract

Context: Vocational Education and Training (VET) teachers face increasingly complex challenges, driven by rapid technological advancements and evolving educational demands. Traditional teacher education programs often focus primarily on pedagogical skills and subject-specific expertise but fail to fully address the broader, real-world contexts in which VET teachers operate. This gap between training and practice results in a mismatch between teachers' competences and the actual job requirements they encounter. To bridge this gap, there is a need to investigate the specific competences required by VET teachers that go beyond subject knowledge and traditional teaching tasks.

Approach: This study employs a deductive approach grounded in Action Regulation Theory to analyze the work characteristics and contexts that shape the competences required for effective VET teaching. Using objective work analysis tools, we examined 18 VET teaching positions in Mecklenburg-Western Pomerania, Germany, focusing on both the range of tasks teachers perform and the conditions under which these tasks are carried out. The study explores how varying contextual factors, such as organizational structures and work conditions, influence the competences required for VET teachers to manage their roles effectively. By examining these relationships, the study aims to develop a more accurate understanding of the competences needed to navigate the diverse challenges faced by VET teachers.

Findings: The analysis revealed that VET teachers require a broad set of competences, including multitasking, clear communication, empathy, decision-making, and other organizational skills. These competences are essential for managing tasks such as lesson preparation, participation in examination boards, and addressing pupils’ personal challenges. Moreover, the study highlighted how context-specific factors—such as classroom behavior, student diversity, and organizational conditions—significantly influence the required competences. The findings underscore the importance of these context-dependent competences, which are often overlooked in traditional teacher training programs.

Conclusions: Our findings suggest that teacher education programs should place greater emphasis on context-specific competences, in addition to subject-specific and pedagogical knowledge. By integrating context-sensitive competences into training programs, institutions can better prepare VET teachers to meet the diverse demands of their profession while also promoting their long-term well-being. This study offers valuable insights for improving both the quality of vocational education and the sustainability of teaching careers, particularly in rapidly evolving educational environments.