Why do you want to become a teacher? - A person-oriented approach

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Theoretical frameworks on the development of preservice teachers’ compe-tences include cognitive and affective facets. The latter address motivational aspects and are considered central components of the vocational requirements of the teaching pro-fession.nResearch on teachers՚ career choice motivation shows that prospective teachers who enjoy working with children are more likely to show positive trajectories in terms of achievement motivation and knowledge acquisition. In contrast, students who choose teacher education primarily as a fallback career are more likely to put in little effort. Therefore, investigating initial career choice motivation of preservice teachers may provide early markers of their subsequent motivational development and inform the provision of appropriate support structures.

As part of the longitudinal SMILE-project, this study reached 605 preservice secondary school teachers across three cohorts at the Paris Lodron University of Salzburg and the Teacher College Salzburg Stefan Zweig (Austria). The internationally accessible FIT-Choice instrument was employed to develop a solid framework of motivational profiles. The latent profile analyses across three cohorts show different numbers of profiles, but overall, we could replicate similar patterns of aspects on career choice motivation across the three cohorts: the intrinsically motivated, the socially motivated, the balanced, and the undecided.

Keywords: Career Choice Motivation, Teacher Motivation, Latent Profile Analysis
Original languageEnglish
Title of host publicationStudien zur Schulpädagogik
Place of PublicationHamburg
PublisherVerlag Dr. Kovac
ISBN (Electronic)978-3-339-12563-7
ISBN (Print)978-3-339-12562-0
Publication statusPublished - 2021

Publication series

NameStudien zur Schulpädagogik
PublisherVerlag Dr. Kovac
ISSN (Print)1435-6538

Fields of Science and Technology Classification 2012

  • 503 Educational Sciences

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