<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4703</journal-id>
<journal-title><![CDATA[Actualidades Investigativas en Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Actual. Investig. Educ]]></abbrev-journal-title>
<issn>1409-4703</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Investigación en Educación, Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-47032024000100069</article-id>
<article-id pub-id-type="doi">10.15517/aie.v24i1.55633</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The typology of initial TVET Teacher Education in Germany]]></article-title>
<article-title xml:lang="es"><![CDATA[Tipología de la formación inicial del profesorado de EFTP en Alemania]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Porcher]]></surname>
<given-names><![CDATA[Christoph]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trampe]]></surname>
<given-names><![CDATA[Kristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Osnabrück Universit  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Alemania</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Osnabrück University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Alemania</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<volume>24</volume>
<numero>1</numero>
<fpage>69</fpage>
<lpage>97</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-47032024000100069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-47032024000100069&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-47032024000100069&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The discourse on Technical and Vocational Education and Training (TVET) teacher education in Germany is dominated by the high demand for TVET teachers. A shortage of TVET teachers is arguably a part of the &#8220;tradition&#8221; of the TVET system. For many years, universities developing new programs for initial TVET teacher education to tackle this problem. However, this has led to a non-transparent structure of degree programmes on offer. This article presents, as a result of a qualitative research approach, a typology of initial TVET teacher education programmes in order to provide more transparency in the TVET teacher education system. Basis for the presented typology are the information provided by all universities in Germany (N=52) who offer vocational teacher education programmes. These information were then run through a criteria matrix, resulting in a typology of seven different study models. In conclusion, we can see that traditional models, while being offered the most in German universities, are challenged by a lot of different study models who are generally not considered traditional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El discurso sobre la formación del profesorado en Educación y Formación Técnica y Profesional (EFTP) en Alemania está dominado por la gran demanda de docentes en diversas carreras de EFTP. Podría decirse que la escasez de docentes en EFTP es parte de la "tradición" del sistema de EFTP. Durante muchos años, las universidades han desarrollado nuevos programas de formación inicial de profesores de EFTP para hacer frente a este problema. Sin embargo, esto ha dado lugar a una estructura poco transparente en los programas de titulación ofrecidos. Con el fin de lograr transparencia en la formación de docentes, este artículo presenta, como resultado de un enfoque de investigación cualitativa, una tipología de los programas de formación inicial de profesores de EFTP. La base de la tipología presentada es la información proporcionada por todas las universidades de Alemania (N=52) que ofrecen programas de formación profesional para profesores. A continuación, esta información se construyó a través de una matriz con criterios específicos, dando como resultado una tipología de siete modelos de estudio diferentes. En conclusión, podemos ver que, aunque los modelos tradicionales son los más ofrecidos en las universidades alemanas, se enfrentan a una gran cantidad de modelos de estudio diferentes que, en general, no se consideran tradicionales.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[tipología]]></kwd>
<kwd lng="es"><![CDATA[EFTP]]></kwd>
<kwd lng="es"><![CDATA[formación de docentes]]></kwd>
<kwd lng="en"><![CDATA[typology]]></kwd>
<kwd lng="en"><![CDATA[TVET]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
</kwd-group>
</article-meta>
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