Description (eng)
This master's thesis is a part of the instructional research initiative titled "Future? Mentoring! - Assessing Life Plans and Career Prospects of Adolescents Transitioning from Secondary Education to Vocational Training", under the guidance of Susanne Binder and Patricia Renner. Addressing the complexities encountered by adolescents with learning disparities and specialized educational requisites during the shift from secondary education to AusbildungsFit facilities and qualification projects, as well as the potential ramifications of exclusion in their subsequent training trajectories, constitutes the fundamental impetus of this inquiry. In pursuit of enhancing the support mechanisms for adolescents within AusbildungsFit facilities and qualification projects in Lower Austria, this study concentrates on discerning support provisions and efficacious interventions for adolescents, alongside gauging the perceptions of trainers and coaches. Consequently, the following research inquiries are formulated: How do adolescents in Lower Austria perceive support services within AusbildungsFit facilities and qualification projects, and how do these perceptions influence their outlooks? • What discernible effects do adolescents perceive within these facilities and which interventions do they deem beneficial? • What roles do trainers and coaches assume in AusbildungsFit facilities and qualification projects, and what skills do they require, as adolescents perceive it? • What opportunities and challenges do adolescents encounter within these settings? Using a methodological framework, data derived from prior educational research initiatives were utilized, followed by the facilitation of guided episodic interviews with adolescents, trainers, and coaches. Subsequent transcriptions of these interviews underwent rigorous analysis through grounded theory methodology. The findings underscore the significance of fostering participatory engagement among adolescents, accommodating their unique needs and entry points, and prioritizing relational dynamics.