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Abstract Background Our study aims to investigate inter- and intraindividual effects of trainee teachers’ perceived opportunities of participation in vocational education and training teacher training on their emotional states. Additionally, it is examined whether the subjective reason for action as in intrinsic and extrinsic motivation affects the relationship between perceived participation and emotional states. In this respect, control-value theory constitutes the guiding conceptual framework in our study. Methods On the basis of a longitudinal design with a total of 75 trainee teachers in Germany and a maximum of 58 survey time points during 18-months of teacher training (in total 1790 individual measurements), we traced the perception of participatory opportunities, intrinsic and extrinsic motivation as well as weekly emotional states. Multilevel modeling allowed us to examine both between- as well as within-person effects of perceived participation. Results The results of our multilevel models indicate, among other findings, statistically significant within- and between-person effects of perceived participation opportunities on enjoyment, hope, pride, as well as anger, anxiety, shame, and hopelessness. Furthermore, the attributed subjective reason for action, i.e., the intrinsic or extrinsic motivation, moderates the relationship between perceived opportunities to participate and emotional states. Discussion The findings, which are consistent across different emotions of the same valence and for the two different types of motivation, indicate that those trainee teachers who report low values for intrinsic motivation (or high values for extrinsic motivation) in a given week react more responsively to changes with regard to opportunities for participatory influence.

IntroductionThis study examines the extent to which VET trainee teachers’ identification with their profession is related to their basic psychological need for autonomy and whether this is reflected in their intention to stay in the field. Trainee’s subjective experience of their professional identity interacts with different conditions of the training environment, whereby we focus on perceived autonomy support and autonomy thwarting behavior of seminar teachers.MethodsOn the basis of a longitudinal design with a total of 79 trainee teachers in Germany and four survey time points during teacher training, corresponding developmental processes were traced over a total period of 1 year. Cross-lagged panel analyses allow us to draw conclusions about the extent to which professional identification of trainees interacts with autonomy-support or autonomy-thwarting conditions originating from seminar teachers and to what extent the aforementioned factors in turn affect intention to stay.ResultsCross-lagged panel analyses show that professional identification after 6 months in teacher training significantly predicts the intention to stay in the teaching profession half a year later. Significant cross paths each describe positive effects between professional identification and autonomy support and negative effects between professional identification and autonomy thwarting.DiscussionParticularly against the background of the shortage of teachers in Germany and other countries, the promotion of professional identification processes in the sense of a teacher identity can be assessed as crucial. In this respect, an autonomy-supporting environment, e.g., created by seminar teachers, can already contribute to that during teacher training.

We demonstrate the relationships between occupational demands in German vocational education and training (VET) teacher training, stress symptoms, and different behavioral resilience competencies. Taking into account interindividual differences in resilience competencies, we use a typological approach to identify different types of (trainee) teachers classified by their degrees and configurations of resilience competencies. Our empirical analysis is based on questionnaire data from 131 German vocational trainees and qualified teachers. The results reveal, among other things, that all three resilience competencies—resistance, flexibility, and dynamism—are significantly negatively correlated with the demands of working conditions and workload. Via a latent class analysis, we were able to identify three groups of (trainee) teachers who differed in their resilience competencies to adapt appropriately to different situations and their requirements (“behavioral flexibility”), to recover rapidly from setbacks and to defy the expectations of others (“behavioral resistance”), and to initiate changes as soon as they are necessary or desirable (“behavioral dynamics”). More resilient (trainee) teachers show, among other things, lower values for anxiety as an emotional stress symptom and higher values for job engagement. The findings are discussed with regard to implications for VET teacher training and we stress the need for equilibration on a systemic perspective.