Teacher Education Graduates' Choice (Not) to Enter the Teaching Profession: Does Teacher Education Matter?

Autor/inn/en	Rots, Isabel; Aelterman, Antonia; Devos, Geert
Titel	Teacher Education Graduates' Choice (Not) to Enter the Teaching Profession: Does Teacher Education Matter?
Quelle	In: European Journal of Teacher Education, 37 (2014) 3, S.279-294 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2013.845164
Schlagwörter	Foreign Countries; Preservice Teacher Education; Career Choice; Predictor Variables; Student Surveys; Student Attitudes; Statistical Analysis; Gender Differences; Student Motivation; Mentors; Self Efficacy; Employment Opportunities; Regression (Statistics); Labor Market; Teaching (Occupation); Decision Making; Measures (Individuals); Belgium + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Prädiktor; Schülerbefragung; Schülerverhalten; Statistische Analyse; Geschlechterkonflikt; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Berufschance; Beschäftigungschance; Regression; Regressionsanalyse; Labour market; Arbeitsmarkt; Teaching; Lehrberuf; Decision-making; Entscheidungsfindung; Messdaten; Belgien
Abstract	In an era of recurring teacher shortages, Flanders struggles with a considerable proportion of teacher education graduates who do not enter the teaching profession. This study identifies the predictors of teacher education graduates' choice on job entry (teaching profession or not). A prospective research design with two data collection phases is adopted. Student teachers (subsequently graduates) (N = 217) of integrated teacher training for secondary education were surveyed shortly before as well as shortly after graduation. Results of chi-squared and t-tests indicate that gender, initial motivation for teaching, mentor support, teacher education preparation, teacher efficacy, learner-oriented beliefs, performance in teacher education, and employment opportunities show differences (at 1% level) between graduates who entered and those who did not enter the teaching profession. Results of the subsequent logistic regression validate the importance of teacher education (i.e. mentor support)--beside initial motivation and labour market factors--to explain graduates' decision on job entry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10