Abstract
The article analyzes vocational interests and requirements of beginner (N = 149), advanced (N = 45), and professional (N = 72) teachers in math/science and arts/language. Referring to Hollands' (1997) model, we calculated teachers' person-job fit by two different congruence indices representing participants' fit to university teacher training and their fit to teacher profession. The results show differences in vocational interests, person-job fit, and profile differentiation as a function of teaching domain (math/science, arts/language) and teaching expertise (novice, professional teachers). Especially arts/language teachers, as well as, expert groups show high fit to teaching as a primarily social environment.
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