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AutorenDrahmann, Martin; Merk, Samuel; Cramer, Colin; Rothland, Martin
TitelPre-service teachers in Germany’s pluralistic scholarship system and their motivations for becoming teachers.
QuelleIn: European Journal of Teacher Education, 42 (2019) 2, S. 135-150
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BeigabenLiteraturangaben, Tabellen
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0261-9768
DOI10.1080/02619768.2019.1566314
SchlagwörterLehrerbildung; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Förderung; Stipendium; Stipendiat; Stipendienstiftung; Hochschulwesen; Schule
AbstractGermany 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 vonExterner Selbsteintrag
UpdateNeueintrag 2020-05
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