Prospective students

Information on studying in the Vocational Departments of Metal and Mechanical Engineering, Electrical Engineering and Information Technology and Automotive Engineering


If you would like to become a teacher, the 10-semester degree course in Teacher Training - Vocational Schools in the Departments of Metal and Mechanical Engineering, Electrical Engineering and Information Technology or Automotive Engineering at the TUD Dresden University of Technology and the preparatory service in the study seminars of the federal states (e.g. the Free State of Saxony) will enable you to enter diverse and exciting fields of work.


Teaching in the various types of vocational school (vocational school (BS), vocational grammar school (BGy), technical school (FS), vocational preparation year (BVJ), basic vocational training year (BGJ), vocational school (BFS), technical secondary school (FOS), etc.) presents very different challenges. It is always work with pupils, always about promoting their development.
While social aspects play a particularly important role in the BVJ or BGJ (including the socio-educational demands placed on teachers), the BGy and even more so the FS focus on content-related requirements. More (e.g. BS, FS, BGJ) or less (e.g. FOS, BGy) emphasis is placed in various types of school on references to professional activities in companies in the trades and industry. Teachers are required to keep up to date with the latest technology and company organization. In cooperation with the companies (learning location cooperation), you as a teacher at the vocational school can, if you wish, often gain deeper insights into the companies. This is all the more the case if the cooperation proves successful from the company's perspective.
The teaching degree program in the vocational departments places great emphasis on developing your skills in both practical and academic terms. Various study components are therefore dedicated to the development of skills a) in the subject area of the department (and specialization) as well as in a second, general education subject or in the second vocational department, b) in the vocational pedagogical area and c) in the didactics of the department (or subject). Practical school components at various levels enable students to gain an insight into teaching at school (block placement A), to hold simple lessons with the support of the university and a school mentor (practical school exercises (SPÜ)) or to teach for a whole series of lessons (block placement B).
In our opinion, the promotion of academic and practical skills can be combined very well. In the didactics of the Departments, our scientific focus is on teaching in schools. This means that it is about the organization, the process and the further design possibilities of lessons, about the curricula and the selection of content and methods, about the goals of teaching, the use of media or even about performance assessment. In order to develop skills, students have to become active and take action themselves. This is the only way they can acquire the competencies required in the curricula or, for example, in professional processes. There are many interesting research questions here, the results of which prompt us to continually adapt our courses.
If we look further, you can therefore not only go back to school (or vocational training) after your studies (if you perform well), but also pursue a university career in science.

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Martin Müller
Last modified: Jun 11, 2024