Abstract
The article is concerned with the constitution of the transition starting with vocational orientation in general schooling and extending into vocational training. Educational institutions as well as pedagogical specialists face major challenges: Their original professional activities are changing and enhanced tasks are being added which in turn imply new specifications. A qualitative study of the Federal Institute for Vocational Education and Training (BIBB) examined the question: What kind of competencies do pedagogical specialists need to meet these requirements? Exemplary, pedagogical specialists from eight different locations were surveyed in group discussions and individual interviews. The content analysis provided insight into the impact of the regional complex of conditions on professional practice, about the vocational action plan as well as the self-concept of the skilled personnel and about the barriers of their multi-professional cooperation. Tensions and paradoxes in the field of pedagogical practice in the transition area were identified. Furthermore, it became apparent that the capability for self-reflection as well as the attitude of pedagogical specialists will turn out to be fundamental for their professional practice.
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