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Autor/inn/en | Drahmann, Martin; Merk, Samuel; Cramer, Colin; Rothland, Martin |
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Titel | Pre-service teachers in Germany's pluralistic scholarship system and their motivations for becoming teachers. |
Quelle | In: European journal of teacher education, 42 (2019) 2, S. 135-150Infoseite zur Zeitschrift
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Beigaben | Literaturangaben |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 0261-9768; 1469-5928 |
DOI | 10.1080/02619768.2019.1566314 |
Schlagwörter | Stipendienstiftung; Förderung; Stipendium; Schule; Lehramtsstudent; Lehramtsstudentin; Lehrerausbildung; Lehrerbildung; Stipendiat |
Abstract | Germany has a unique scholarship program for highly talented students. The present study identifies differences between supported and non-supported pre-service teachers in this program and focuses on their motivations. A survey of N = 703 pre-service teachers (n = 279 supported) forms the basis of the analysis. Using a non-parametric data preprocessing approach (matching individuals), differences in motivations to become a teacher were modelled in these two balanced groups. The results show significant differences between supported and unsupported pre-service teachers in terms of their motivations for becoming teachers; however, there are no differences after propensity score matching and consideration of confounding variables. The findings indicate that a closer look at the subgroups of pre-service teachers is needed, and the results are therefore relevant to research on teacher education and the support of highly talented pre-service teachers. Future research should account for longitudinal approaches and the scholarship programs' impact. (Verlag). |
Erfasst von | Externer Selbsteintrag |
Update | 2020/4 |