Ingenieur*in sein - Lehrer*in werden: biografische Passungsverhältnisse beim Studiengangwechsel zwischen Ingenieurwissenschaften und Pädagogik : eine biografieanalytische Untersuchung erwerbsbiografischer Übergänge

The acute shortage of student teachers in the commercial and technical subjects of vocation-al school requires urgent action and solution strategies to remedy the deficit. A common measure is to acquire new students for teacher training, for example, from applied science college courses. From a systemic perspective, university-initiated and accompanied course change has the potential to counteract the shortage of teachers and to increase the number of student teachers. But what does such an alternation mean for the students? This central question is addressed in this dissertation from a biographical analysis perspective: How do students achieve a match between their previous professional career and the new professional goal of the teacher training college? For this purpose, autobiographical narrative interviews were conducted with students who switched their studies from engineering to teaching for vocational colleges. The interviews were evaluated using the method of sociolinguistic narrative analysis according to Fritz Schütze (1983). The biographical analysis makes it possible to work out orientations, biographical dispositions, and behavioral patterns that support the transition. As a result, a typification of three types is presented, creating biographical con-texts in different ways: the persevering idealist, the disillusioned realist, and the security-oriented pragmatist. The results show a close interlocking of education, acquisition and biography, and thus show that biographical career changes not only have a significant impact on the biography, but that it is an important resource for coping with adaptation challenges. The different types of graduate students, each in their own way, make a fit between their previous biographical trajectory and their new career goal as a teacher, but biographical dispositions and empirical experiences always play a crucial role in the success of the transition. It shows that the subjective relationship to the new structural and employment biographical conditions must be right to meet the challenges. The insights into the biographical particularities of the newcomers to the Berufsschullehramt (Vocational Training Office) provide a link to VET research as well as suggestions for university practice in dealing with those newcomers and expanding support structures