This exchange provided a valuable opportunity to compare vocational teacher education practices in both contexts. The visit combined participation in seminars at a Studienseminar, classroom observations in vocational schools (Berufsbildende Schulen, BBS), and university-based instruction (Johannes Gutenberg University). My particular focus was on how vocational teacher education prepares teachers to address learner heterogeneity and inclusion within preparatory vocational programmes, especially the Berufsvorbereitungsjahr(BVJ). This article presents a reflective and analytically grounded account of the visit, situating the observations within the German vocational education and training (VET) system and current research on inclusive vocational pedagogy.
Vocational Education and Training in Rhineland-Palatinate
The vocational education system in Rhineland-Palatinate is embedded in the German dual system, which combines workplace-based training with school-based vocational education (Fürstenau, B. et al, 2014; Sanz, 2025). Alongside apprenticeship pathways, the system includes several preparatory and transitional programmes designed for young people who have not yet obtained a lower secondary school certificate. In this framework, general education, vocational orientation, and vocational qualification are interconnected across institutional boundaries (M. Suehling; F. Barzen, personal communication, 18 May 2026).
A key element of this structure is the Berufsvorbereitungsjahr (BVJ), typically corresponding to grade level 9 (J. Kräber; F. Barzen, personal communication, 18 May 2026). The BVJ is intended for learners without a formal school-leaving qualification, many of whom have experienced interrupted schooling, prolonged absenteeism, or cumulative learning difficulties. The programme aims to develop both basic academic skills and transversal competencies relevant to employability, such as communication, reliability, and self-regulation. Upon successful completion, learners may obtain the Berufsreife (lower secondary certificate), enabling access to apprenticeship training or further vocational education. From a systems perspective, the BVJ represents a second-chance pathway that promotes educational permeability rather than early selection or exclusion (Heinrichs, K. et al., 2026).
Observations of BVJ Pedagogy and Learning Processes
During the visit, I observed BVJ teaching at a vocational school in Mainz, including a preparatory lesson that explicitly addressed students’ heterogeneous learning prerequisites. The pedagogical goals were framed broadly, emphasizing not only subject-specific knowledge but also social and personal competencies necessary for participation in working life. This aligns with research highlighting the importance of holistic competence development in vocational transition programmes (J. Kräber, personal communication, 18 May 2026).
Teaching practices in the observed classes were strongly action-oriented and competence-based. Differentiation was implemented through varied task levels, structured support, and opportunities for practical engagement. Two compulsory internships were integrated into the BVJ year, allowing students to familiarize themselves with workplace cultures and to test vocational interests in authentic settings. These features align with international recommendations emphasizing experiential learning and work-based exposure as key mechanisms for supporting at-risk youth in vocational pathways (Sanz, 2025).
Inclusion as a Core Principle of Vocational Teacher Education
A substantial part of the study visit focused on inclusion and differentiation in vocational teacher education. Seminar sessions on inclusion highlighted that inclusive education in Rhineland-Palatinate is grounded in both international and national frameworks, including the United Nations Convention on the Rights of Persons with Disabilities and state-level school legislation. Inclusion was presented not as a specialised domain but as a general pedagogical responsibility of all teachers, including those working in vocational contexts (N. Fergen, personal communication, 19 May 2026).
Inclusion was conceptualised broadly, encompassing differences in prior knowledge, skills, interests, family background, first language, and learning needs. Seminar discussions emphasised the necessity of avoiding both underchallenge and overchallenge, drawing on models that distinguish between comfort, learning, and panic zones. Differentiation strategies discussed included performance-based, content-based, methodological, temporal, and social differentiation, as well as the pedagogically purposeful use of digital tools. These approaches are consistent with contemporary research on inclusive teaching, which stresses adaptive instruction and responsiveness to learner diversity as central professional competencies (Florian & Black-Hawkins, 2011; Tomlinson, 2017).
Teacher Education, Digitalisation, and Reflective Practice
The visit also included participation in a course at the Studienseminar that focused on reflecting on workplace training experiences and designing digital learning programmes for vocational education. The course structure combined theoretical input on vocational and business education with guided design tasks, culminating in the development of digital learning programmes used both for assessment and professional documentation (T. Hagen, personal communication, 20 May 2026). This integration of theory, practice, and digital pedagogy reflects broader trends in vocational teacher education, where digital competence is increasingly understood as an integral component of professional expertise (Koehler et al., 2013; Sanz, 2025).
From my perspective, a notable strength of the Mainz model was the systematic linkage between classroom observation, theoretical reflection, and pedagogical design. Student teachers were expected to analyse heterogeneous learning situations, plan differentiated instruction, and critically reflect on their decisions. Such reflective practice is widely recognised as a cornerstone of teacher professionalisation, particularly in complex vocational learning environments (Kelchtermans, 2009).
Vocational Pathways at the Sophie Scholl School
During my visit, I also familiarized myself with the educational provision of the Sophie Scholl School in Mainz, a vocational school with a strong focus on health, social care, and educational fields. Based on the programme overview presented at the school, students can pursue vocational pathways in general nursing (Pflegefachfrau/-mann), elderly care assistance, and social assistance, as well as preparatory and bridging programmes such as the inclusive Berufsvorbereitungsjahr (BVJ). The school also offers vocational upper secondary pathways (Berufsfachschule I and II, Berufsoberschule, and Höhere Berufsfachschule), including qualifications in social assistance with the option of obtaining a higher education entrance qualification (Fachabitur). In addition, advanced professional programmes in organisation and leadership within the social and health sectors are available, reflecting the school’s role as a comprehensive provider of vocational and professional education across different qualification levels (I. Deml-Reißer, personal communication, 21 May 2026).
Discussion
Taken together, the observations from Mainz suggest a coherent model of vocational teacher education in which inclusion, differentiation, and vocational relevance are closely intertwined. The BVJ programme exemplifies how vocational education systems can support young people with diverse educational biographies while maintaining clear pathways to further education and employment. Teacher education plays a crucial role in this process by framing heterogeneity as a normal and expected condition of vocational classrooms rather than as an exception.
In comparison with Nordic vocational education contexts, the German model places particular emphasis on structured transition programmes and legally anchored pathways to vocational maturity. At the same time, the challenges of learner heterogeneity, motivation, and inclusion are strikingly similar, suggesting opportunities for cross-national learning and comparative research.
Conclusion
This study visit to Mainz provided valuable insights into vocational teacher education and inclusive pedagogical practices in Rhineland-Palatinate. The integration of preparatory vocational programmes, inclusion-oriented teacher education, and reflective, practice-based learning offers a robust framework for addressing learner diversity in vocational contexts. In subsequent sections of this article, I will further develop a comparative analysis with Finnish vocational teacher education and discuss implications for the future development of inclusive vocational pedagogy.
References
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Florian, L., & Black-Hawkins, K. (2011). Exploring inclusive pedagogy. British educational research journal, 37(5), 813-828. https://doi.org/10.1080/01411926.2010.501096
Heinrichs, K., Forster-Heinzer, S., Kranert, H. W., Joho, C., Stein, R., & Buchegger-Traxler, A. (2026). Angebote zur Stärkung der Transitionskompetenz im Übergang Schule-Beruf–ein Vergleich der Länder Deutschland, Österreich und Schweiz. In Handbuch Bildungsarmut (pp. 1-25). Wiesbaden: Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-44698-7_43-2
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Sanz, I. (2025). Educational System Indicators in OECD and EU Countries. In Economics of Education: An Introductory Textbook (pp. 3-59). Cham: Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-90911-5_1
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Text: Jukka Kemppi, Senior Lecturer, Pedagogical Innovations and Culture, TAMK
