From their first day at school, teachers play a special role in the education of the next generation. A responsible but also gruelling career path that many school leavers nevertheless want to pursue after leaving school. But what if the desire to become a teacher does not materialise immediately after leaving school, but matures later? At the University of Magdeburg, the Master's degree programme in Teaching for Vocational Schools in the vocational subject area of Social Pedagogy offers an ideal opportunity to become a teacher for social professions with a Bachelor's or Diplom degree in Childhood Sciences, Childhood Pedagogy, Educational Science or Social Work.

Sascha Muth, 25 years old, is already studying to become a teacher for vocational schools in his fourth semester at the University of Magdeburg. In addition to specialising in social pedagogy, he is also studying another subject: German, maths, computer science, sport or ethics. Sascha Muth has opted for the latter and is learning to analyse philosophical and ethical problems, particularly in relation to society and the scientific and technological world, in order to gain judgement and orientation knowledge. As prospective teachers, he and his fellow students then pass this knowledge on to their pupils. "In the courses, we mainly deal with the evaluation of moral actions and their consequences. This involves reading a lot, interpreting and also forming our own opinions on various topics," explains the Master's student.

Sascha Muth realised early on that his passion lay in working in the social sector. After training as a social assistant, he obtained his university entrance qualification and then completed a bachelor's degree in vocational education in Neubrandenburg. However, he was drawn back home: it was clear from the start that he wanted to live and work in Saxony-Anhalt again after his studies. The 25-year-old found the perfect Master's programme at the University of Magdeburg.

The Master's student also appreciates the informal atmosphere of university life in Magdeburg. Only a small group of his cohort are studying the vocational specialisation in social pedagogy, and they know and support each other. The content also ties in perfectly with what he has already learnt from his Bachelor's degree and training. But it's not just about imparting knowledge. "Theory is just one part, practice is the other. The interesting thing is that I can also put the course content directly into practice," he reports.

The practical phases are an important part of the Master's degree course in Teacher Training for Vocational Schools in the vocational field of social pedagogy. (Photo: Jana Dünnhaupt / University of Magdeburg)

Students specialising in social pedagogy can complete these practical phases spent in vocational schools either during the semester or as a block during the lecture-free period. The time not only offers students the opportunity to try out new teaching and learning methods with pupils, but also gives them the space to critically analyse their role as a teacher. This is also important for Sascha Muth: "After all, criticism is what I can really learn from. Especially when it comes directly from the students themselves, rather than from mentors or lecturers. Nevertheless, the feedback is very good - confirmation for Sascha Muth that the degree programme is preparing him well for his future career as a teacher.