Vol.:(0123456789) International Journal for Educational and Vocational Guidance https://doi.org/10.1007/s10775-019-09398-z 1 3 Supporting the career development of technical education students in China: the roles played by teachers Jiahong Zhang 1  · Mantak Yuen 2  · Gaowei Chen 1 Received: 3 May 2018 / Accepted: 30 April 2019 © Springer Nature B.V. 2019 Abstract This study examined Chinese technical education students’ (N = 18) perceptions of career-related support received from teachers using thematic analysis. Six themes emerged from the interviews: enhancement of self-improvement and self-explora- tion, informational support, career-related role models, instrumental support, emo- tional support and support for autonomy. In relation to career development students mentioned teachers of three types as giving the most support: professional (trade) teachers, class teachers, and career guidance staf. These fndings contribute to the literature by identifying the types of career-related teacher support most valued in technical education in Mainland China. Recommendations for research and practice are included. Keywords Career-related teacher support · Mainland China · Qualitative study · Vocational and technical education Resumen Apoyo al desarrrollo de la carrera de los estudiantes de eduación técnica en China: Los roles del profesorado. Este estudio examinó las percepciones de estu- diantes de educación técnica (N = 18) relacionadas con el apoyo a la carrera recibido de sus profesores, usando el análisis temático. De las entrevistas emergieron seis temas: autoexploración y desarrollo de la automejora, apoyo informacional, modelos de rol relacionados con la carrera, apoyo instrumental, apoyo emocional y apoyo a la autonomia. En relación con el desarrollo de la carrera, los estudiantes mencionaron * Jiahong Zhang jiahong@connect.hku.hk Mantak Yuen mtyuen@hku.hk Gaowei Chen gwchen@hku.hk 1 Faculty of Education, The University of Hong Kong, Pok Fu Lam, Hong Kong Sar, China 2 The Centre for Advancement in Inclusive and Special Education, Faculty of Education, University of Hong Kong, Hong Kong Sar, China