The essential task of vocational teachers is seen in the integration of the young and adults in the labor market after the general education. This is accompanied by the professional qualification of the students or apprentices, for which the teachers must have a good knowledge of the realities of the business in the respective sectors and the scientific knowledge associated with the respective disciplines (CEDEFOP 2016, Nylund & Gudmundson 2017). In this context, however, the forms of collaboration in working life have also changed and employees are increasingly expected to play a formative role in the processes and not just do what they are told there. In this context, empathy and the design of group processes are of great importance for teamwork (Struck & Franz 2020). In order for the processes of cooperation and trade union co-determination in the company to remain alive in the democratic sense, those working there must also be self-confident individuals who can enter into conflicts and at the same time also reflect on the effects of their actions and those of the company on global developments (Heikkinen 1997). This also requires corresponding learning arrangements in which future professionals take a look at problematic effects and at the same time practice disputes with managers and in the group on a trial basis at school. The article outlines these challenges and approaches in a critical-reflexive and at the same time practice-oriented professional teacher education in Germany and Spain. Reference is made to approaches of reflexive thinking (Rönnlund et.al. 2019) and reflective practice of social engagement (Struck & Franz 2020) as well as to approaches of humanistic psychology (Kaiser 2018) and critical educational theory (Kaiser 2021)

Heikkinen, A. (1997). Education or Training? Changes in vocational teachers’ conceptions of their work. In Cambridge Journal of Education, 27:3, 405-423, DOI:10.1080/0305764970270309 Kaiser, F. (2021). Berufliche Bildung ohne Ermächtigung zum Widerspruch ist Produktion von Untertanen. In M. Marose & K. Schütze (Hrsg.), Unter dem dünnen Firnis der Zivilisation. Waxmann Verlag, Münster 2021, S. 157-172. Kaiser, F. (2018). Theme Centered Interaction in Critical Vocational Teacher Education. In: International Journal for Research in Vocational Education and Training. Vol. 5, Nr. 3 (2018): https://www.ijrvet.net/index.php/IJRVET/article/view/356 Nylund, M. & Gudmundson, B. (2017). Lärare eller hantverkare? Om betydelsen av yrkeslärares yrkesiden- tifikation för vad de värderar som viktig kunskap på Bygg- och anläggningsprogrammet. (Teacher or craftsman?). NJVET, Vol. 7, No. 1, 64–87. doi: 10.3384/njvet.2242-458X.177164 (23-05-2018) Rönnlund, M.; Ledman, K.; Nylund, M. & Rosvall, P.-E. (2019): Life skills for ‘real life’: How critical thinking is contextualised across vocational programmes, Educational Research, DOI: 10.1080/00131881.2019.1633942 Struck, P. & Franz, P. (2020). Importance of Peer Projects in Vocational Education and Training for the Development of Social Skills. In L. M. Herrera, M. Teräs & P. Gougoulakis (Hrsg.), Teaching, Learning and Teacher Education. Emerging Issues in Research on Vocational Education & Training Vol. 5 (S. 86-120). Stockholm: Premiss förlag.