Pre-Service Teachers' Motivations for Choosing Teaching as a Career: Does Subject Interest Matter?

Autor/inn/en	Glutsch, Nina; König, Johannes
Titel	Pre-Service Teachers' Motivations for Choosing Teaching as a Career: Does Subject Interest Matter?
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 45 (2019) 5, S.494-510 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Glutsch, Nina) ORCID (König, Johannes)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2019.1674560
Schlagwörter	Preservice Teachers; Student Motivation; Career Choice; Teaching (Occupation); Student Interests; Intellectual Disciplines; College Freshmen; Secondary School Teachers; Altruism; Foreign Countries; Teacher Education; Social Studies; Humanities; STEM Education; Germany + Suchen Sie Ihr Suchwort? Schulische Motivation; Teaching; Lehrberuf; Studieninteresse; Geisteswissenschaften; Studienanfänger; Altruistic behavior; Altruismus; Ausland; Lehrerausbildung; Lehrerbildung; Gemeinschaftskunde; Humanwissenschaften; STEM; Deutschland
Abstract	The present study examines future teachers' motivations for teaching using the FIT-Choice (Factors Influencing Teaching Choice) scale. The focus thereby is on subject interest, a factor that has rarely been accounted for by FIT-Choice studies although it is considered one of the most important factors to students for choosing teaching as a career. It is also assumed that students of different subject domains belong to different subcultures and therefore differ in their motivations. On the basis of n = 386 first-year, Bachelor students qualifying for lower and upper secondary schools from a large university in Germany, a latent confirmatory factor analysis shows that the FIT-Choice scale structure could be replicated and subject-specific interest was rated the most important factor by pre-service teachers. Latent path analyses reveal that students from different subject domains differ slightly in their motivations. More importantly, students who value their studied subjects' importance highly also show higher intrinsic, social-altruistic, and pedagogical motivations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01