Pre-service teachers in Germany's pluralistic scholarship system and their motivations for becoming teachers.

Autor/inn/en	Drahmann, Martin; Merk, Samuel; Cramer, Colin; Rothland, Martin
Titel	Pre-service teachers in Germany's pluralistic scholarship system and their motivations for becoming teachers.
Quelle	In: European journal of teacher education, 42 (2019) 2, S. 135-150Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0261-9768; 1469-5928
DOI	10.1080/02619768.2019.1566314
Schlagwörter	Lehrerbildung; Schule; Stipendiat; Lehramtsstudent; Förderung; Stipendium; Stipendienstiftung; Stipendienstiftung; Förderung; Stipendium; Lehramtsstudentin; Schule; Lehramtsstudent; Lehramtsstudentin; Lehrerausbildung; Lehrerbildung; Stipendiat
Abstract	Germany has a unique scholarship program for highly talented students. The present study identifies differences between supported and non-supported pre-service teachers in this program and focuses on their motivations. A survey of N = 703 pre-service teachers (n = 279 supported) forms the basis of the analysis. Using a non-parametric data preprocessing approach (matching individuals), differences in motivations to become a teacher were modelled in these two balanced groups. The results show significant differences between supported and unsupported pre-service teachers in terms of their motivations for becoming teachers; however, there are no differences after propensity score matching and consideration of confounding variables. The findings indicate that a closer look at the subgroups of pre-service teachers is needed, and the results are therefore relevant to research on teacher education and the support of highly talented pre-service teachers. Future research should account for longitudinal approaches and the scholarship programs' impact. (Verlag).
Erfasst von	Externer Selbsteintrag
Update	2020/4