Teacher Training for Secondary Education and Graduates' Entrance into the Teaching Profession

Autor/inn/en	Rots, Isabel; Aelterman, Antonia
Titel	Teacher Training for Secondary Education and Graduates' Entrance into the Teaching Profession
Quelle	In: Educational Studies, 34 (2008) 5, S.399-417 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
Schlagwörter	Teaching (Occupation); Labor Market; Graduates; Intention; Path Analysis; Employment Opportunities; Alternative Teacher Certification; Secondary Education; Teacher Education; Foreign Countries; Motivation; Faculty Mobility; Mentors; Factor Analysis; Regression (Statistics); Structural Equation Models; Belgium + Suchen Sie Ihr Suchwort? Teaching; Lehrberuf; Labour market; Arbeitsmarkt; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Pfadanalyse; Berufschance; Beschäftigungschance; Sekundarbereich; Lehrerausbildung; Lehrerbildung; Ausland; psychologische; Motivation (psychologisch); Faktorenanalyse; Regression; Regressionsanalyse; Belgien
Abstract	This study focuses on the relationship between teacher education and graduates' intended and actual entrance into teaching. Moreover, it explores how this relationship differs for two types of initial teacher training for secondary education. A hypothetical model of graduates' entrance into the teaching profession comprising empirically grounded variables was developed. Besides teacher education related variables, other factors (e.g., motivation and labour market) were included. Data for this study were based on a sample of 370 graduates qualified for teaching in secondary education. Logistic regression analysis indicates that intention to enter teaching, preparedness for teaching, employment opportunities and type of teacher training explain 43% of the variance in actual entrance into teaching. Furthermore, path analysis was applied to test the hypothetical pattern of (inter)relationships between the variables. Results are largely consistent across the two types of teacher training showing a small, although statistically significant, contribution of teacher education above other antecedents of graduates' intention to enter teaching. (Contains 3 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10