The study presents the results of research on the professional situation of vocational teachers, and indicates recommendations for modifications to their education.

The report was written as part of the project of the Educational Research Institute entitled "Preparing solutions to support the educational process of future and current vocational teachers", in which qualitative research was conducted with the main stakeholders, i.e., vocational teachers, directors of VET schools, methods advisors and consultants of vocational teacher training institutions, representatives of higher education institutions educating in the teaching profession, as well as representatives of selected social partners. Additionally, the project included an analysis of teachers' skills using research workshops and individual in-depth interviews.

The results of the conducted research indicate that external factors motivate people to work as a teacher, e.g., employment stability, flexibility of working hours or the ability to reconcile work and private life. However, vocational teachers are also guided by altruistic motivations, such as helping students and contributing to their development, and a passion for teaching. This issue can be illustrated by a quote from one of the teachers participating in the research:

“We want to feel important and we want to have a real impact on forming young minds in a significant way for our better tomorrow.”

The analyses in the area of ​​teachers' skills indicate insufficient diagnostic skills, an insufficient ability to recognize students' problems and identify their development needs, especially in the context of special educational needs. Teachers also have difficulty managing their own professional development. The reasons for this situation can be found in an excessive workload and the lack of systemic support for vocational teachers in the area of ​​professional development.

The recommendations presented by the authors of the report cover the following areas:

• Enriching programs with practical components,
• Development of diagnostic skills,
• Development of skills in shaping students' professional and educational aspirations,
• Use of modern educational tools,
• Mentoring and support for new teachers,
• Cooperation with the industry,
• Development of pedagogical and psychological skills,
• Systematic training and evaluation of skills.

The detailed recommendations and the entire report are available on the IBE website.