Career Choice Motives of Early Childhood Educators: A Cross-Country Comparison of Four European Countries

Autor/inn/en	Weiss, Sabine; Syring, Marcus; Keller-Schneider, Manuela; Hellstén, Meeri; Kiel, Ewald
Titel	Career Choice Motives of Early Childhood Educators: A Cross-Country Comparison of Four European Countries
Quelle	In: Research in Comparative and International Education, 13 (2018) 4, S.499-515 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499918807035
Schlagwörter	Career Choice; Preschool Teachers; Cross Cultural Studies; Teacher Qualifications; Income; Reputation; Foreign Countries; Student Teachers; Teacher Education Programs; Comparative Education; Student Teacher Attitudes; Work Environment; Teaching Conditions; Self Determination; Professional Identity; Sweden; Switzerland; Germany; Romania + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Cultural comparison; Kulturvergleich; Lehrqualifikation; Einkommen; Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Vergleichende Erziehungswissenschaft; Arbeitsmilieu; Lehrbedingungen; Unterrichtsbedingungen; Selbstbestimmung; Schweden; Schweiz; Deutschland; Rumänien
Abstract	The present study compares career choice motives of future early childhood educators studying for a tertiary qualification. Suitable analyses of this kind are still missing. Diverging training systems, traditions and professional images in the different countries are related to certain motives. These motives are categorised according to a theory that is used as a theoretical framework. The study takes into account 468 student teachers from Germany, Sweden, Switzerland and Romania and is methodologically based on variance analyses. Overall, intrinsic motives were found to be of greater significance. This applies equally to all countries. Furthermore, addressee-related motives are more pronounced among Swiss and German prospective early childhood educators than among those from Sweden or Romania. On the contrary, extrinsic motives have a stronger presence among Romanian student teachers. Income and prestige, as the only exceptions, are important for students from Sweden and Switzerland. The results are discussed referring to country-specific working conditions and the current status of professionalisation processes existing in problem areas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01