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Vocational teachers in secondary education often enter the profession through industry-related pathways, bringing valuable practical expertise but often lacking formal pedagogical training. This study investigates two core dimensions: (1) the motivational factors influencing individuals to pursue teaching careers in Vocational Education and Training (VET), and (2) their pedagogical beliefs, with particular attention to the influence of teacher training. Drawing on an adapted version of the FIT-Choice scale, we surveyed 1,177 in-service teachers in Chilean VET schools, including both general education teachers and vocational teachers, with and without formal teaching diplomas. Participants completed an online survey addressing their motivations and pedagogical beliefs. Findings indicate that vocational teachers who hold a teaching diploma display motivational profiles similar to those of general education teachers, with notable exceptions in personal utility values and opportunity-driven career choice. Moreover, the gap in constructivist pedagogical beliefs between general and vocational teachers narrows significantly when vocational teachers possess formal training. We argue that formal pedagogical training equips vocational teachers to adopt a hybrid pedagogical approach, effectively balancing constructivist and direct transmission beliefs to meet the diverse and complex needs of VET students.
Sevilla et al. (Thu,) studied this question.