Ready to teach? A profile analysis on cognitive and motivational-affective teacher characteristics at the end of pre-service teacher education and long-term effects on teachers' occupational well-being.

Autor/inn/en	Holzberger, Doris; Maurer, Christina; Kunina-Habenicht, Olga; Kunter, Mareike
Titel	Ready to teach? A profile analysis on cognitive and motivational-affective teacher characteristics at the end of pre-service teacher education and long-term effects on teachers' occupational well-being.
Quelle	In: Teaching and teacher education, (2021) 100, 14 S.Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2021.103285
Schlagwörter	Kompetenz; Wissen; Eigenschaft; Einstellung (Psy); Wohlbefinden; Zufriedenheit; Arbeit; Deutschland; Lehrer; Wissen; Lehramtsstudent; Wohlbefinden; Zufriedenheit; Kompetenz; Eigenschaft; Überzeugung; Wirkung; Lehrer; Lehramtsstudent; Überzeugung; Arbeit; Wirkung; Deutschland
Abstract	The present study explores how multiple teacher characteristics (i.e., knowledge, beliefs, self-efficacy, and self-regulation) co-occur within 649 German teacher candidates at the end of pre-service teacher education and how these profiles are related to teachers' future occupational well-being. A latent profile analysis identified one highly knowledgeable and engaged profile, one profile with below average knowledge, and one profile with below average beliefs, motivation, and self-regulation. These profiles also differed in their emotional exhaustion and job satisfaction. Thefindings emphasize how teacher candidates differ qualitatively in their pattern of 'starting competence' what may have consequences with regard to specific interventions.
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2023/1