Prospective students

Information on the degree program in the departments of metal and mechanical engineering, electrical and information technology, and automotive engineering


If you would like to become a teacher, the 10-semester Teacher Training – Vocational Schools program in the departments of metal and mechanical engineering, Electrical Engineering and Information Technology, or Automotive Engineering at the TUD Dresden University of Technology—along with the pre-service training program at the state teacher-training seminars (e.g., in the Free State of Saxony)—will open the door to diverse and exciting career paths.


Teaching at the various types of vocational schools (vocational school (BS), vocational high school (BGy), technical college (FS), vocational preparation year (BVJ), basic vocational training year (BGJ), vocational technical school (BFS), technical upper secondary school (FOS), etc.) presents very different challenges. It always involves working with students, and the focus is always on fostering their development.
While social aspects play a particularly important role in the BVJ or BGJ (to the extent that teachers are expected to meet social-pedagogical requirements), the focus in the BGy—and even more so in the FS—is on subject-specific content. In different types of schools, the focus on connections to vocational activities in craft and industrial companies varies—ranging from a strong emphasis (e.g., BS, FS, BGJ) to a lesser one (e.g., FOS, BGy). Here, teachers are called upon to continually keep themselves up to date on the latest technological advancements and organizational practices in the workplace. Through collaboration with companies (workplace partnerships), you as a teacher at a vocational school can often gain deeper insights into these companies if you wish. This is especially true when the collaboration proves beneficial from the companies’ perspective.
The teacher training program in vocational departments places great emphasis on developing your competencies both in practical and academic terms. Various components of the program are therefore dedicated to the development of competencies: a) in the subject area of your department (and area of concentration) as well as in a second, general education subject or in a second vocational specialization, b) in the field of vocational pedagogy, and c) in the didactics of your department (or subject). School-based practical components at various levels provide insight into teaching activities at the school (Block Internship A), enable students to conduct simple lessons with support from the university and a school mentor (School-Based Practical Exercises (SPÜ)), or to teach a full series of class periods (Block Practicum B).
In our view, the development of competencies in both academic research and practical teaching can be very well reconciled. In the didactics of the various departments, our academic focus is on teaching in schools. This means addressing the organization, structure, and further design possibilities of lessons; the curricula and the selection of content and methods; the objectives of instruction; the use of media; and performance assessment. To develop competencies, students must become active and take action themselves. Only in this way can they acquire the competencies specified in the curricula or required, for example, in vocational processes. There are many diverse and interesting research questions in this area, the results of which prompt us to continually adapt our courses.
Looking ahead, upon completing your studies (provided you meet the required academic standards), you will therefore not only be able to pursue a career in teaching (or vocational training), but also aim for an academic career in higher education.

Further Information

About this page

Martin Müller
Last modified: Jun 24, 2026