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Autor/inn/en | Rots, Isabel; Aelterman, Antonia; Devos, Geert |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |