Learning (Not) to become a Teacher: A Qualitative Analysis of the Job Entrance Issue

Autor/inn/en	Rots, Isabel; Kelchtermans, Geert; Aelterman, Antonia
Titel	Learning (Not) to become a Teacher: A Qualitative Analysis of the Job Entrance Issue
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 28 (2012) 1, S.1-10 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2011.08.008
Schlagwörter	Student Teachers; Motivation; Self Concept; Professional Identity; Influences; Career Choice; Student Experience; Outcomes of Education; Preservice Teacher Education; Teaching Conditions; Case Studies + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; psychologische; Motivation (psychologisch); Selbstkonzept; Influence; Einfluss; Einflussfaktor; Studienerfahrung; Lernleistung; Schulerfolg; Lehramtsstudiengang; Lehrerausbildung; Lehrbedingungen; Unterrichtsbedingungen; Case study; Fallstudie; Case Study
Abstract	Reporting on 12 case studies of student teachers, this paper examines how experiences during teacher education affect graduates' decision on job entrance. Interpretative data-analysis reveals that powerful sources of the shift in motivation to enter teaching concern interactions in which the person of the teacher is at stake. These mainly involve student teachers' need to develop a socially recognized sense of professional competence as well as their dealing with social and cultural working conditions in schools. These crucial determinants act as "double-edged swords", being at the same time important sources for recognition as for self-doubts and loss of job motivation. (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10