The project ‘JOBS’ aims to fosters Romanian students in their last year of compulsory education to take a decision on their further education and their vocational career. The program is based on teaching and learning material with a high emphasis on cognitive activation of the students (Hattie, 2009). The didactic approach of JOBS-program is based on a shift from a teacher centered approach to a task based and student centered one. Students work in groups on the tasks, given through the learning material. Teacher support them to find solutions and to explain them to the others. JOBS lessons take place once a week as a three-lesson-block, given by three teachers from different subjects. Teachers, who work in this program, got some further education. A teacher manual explains, how to process the lessons, and supports the teachers to follow the program as well as to act in a changed role as a counseling teacher. This project is evaluated to prove the possibility of implementation in Romania.
First results of the evaluation of JOBS-program show, that students, who attend the program, know more about professional world and their interests at the end of the program (Keller-Schneider et al., 2015). An implementation of the program for all students in the 8th degree is planned. The question is, if a specific selection of teachers with fitting beliefs and motives to the didactic approach of JOBS-program are joining the program, if the program can be followed independent on teachers’ beliefs and if the beliefs change though attending to this program.
De Vries (2014) points out, that teachers’ reflection on teaching and learning effects their interest for further education. Based on the results of Blömeke et al. (2008) and Reusser & Pauli (2014), teacher learn more through further education program, if the goals of the program fit to their beliefs. Results from a study on teacher education show, that beliefs on teaching and learning (such as constructivist and transmissiv beliefs) effect the perception of job demands and shape teachers’ preferences of dealing with them (Keller-Schneider, 2017). These findings show, that a fit between individual teachers’ belief and the further education program is important and matters teachers’ professional development.
The question is, if JOBS program can be implemented in all secondary schools or if a selection of teachers with fitting beliefs and motivation are crucial for the success of the program.
The present article investigates on the following questions:
1) Do teacher, who join the JOBS project, differ in their beliefs, self-efficacy and motives from teachers, who do not attend the project?
2) Do teacher with low and high motivation to attend the JOBS-project differ in their beliefs, self-efficacy and motives?
3) What effects have beliefs, self-efficacy and motives of teachers on the learning output of the students, evaluated by the teachers?
4) What effects have beliefs, self-efficacy and motives of teachers on the learning output of the students, evaluated by the students?
5) Does attending the JOBS-program lead to a change in teachers’ beliefs, self-efficacy and motives?