Preservice Biology Teachers' Generic and Subject-Specific Career Choice Motives

Autor/in	Krell, Moritz
Titel	Preservice Biology Teachers' Generic and Subject-Specific Career Choice Motives
Quelle	In: Journal of Science Teacher Education, 34 (2023) 7, S.732-750 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Krell, Moritz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1080/1046560X.2022.2148856
Schlagwörter	Biology; Science Instruction; Science Teachers; Career Choice; Altruism; Faculty Mobility; Preservice Teachers; Student Attitudes; Teacher Education Programs; Student Motivation; Science Interests; Student Characteristics; Foreign Countries; Teacher Competencies; Pedagogical Content Knowledge; Germany + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Altruistic behavior; Altruismus; Schülerverhalten; Schulische Motivation; Ausland; Lehrkunst; Pädagogische Kompetenz; Deutschland
Abstract	Teachers' career choice motives are defined as the interests, orientations, and motives of young people that motivate them to aspire the teaching career. Teachers' career choice motives have been shown to impact teaching and job retention. Many studies investigated teachers generic career choice motives but studies on teachers' subject-specific career choice motives are widely missing. This study investigated preservice biology teachers' (N = 168) generic and subject-specific career choice motives by using open-ended questions and applying a qualitative content analysis approach to the data analysis. Category systems with generic and subject-specific career choice motives were deductively developed and inductively refined. The findings suggest intrinsic and altruistic motives to be most prominent. In contrast to most previous studies, the extrinsic motive benefits and returns of the teaching profession was also mentioned quite often. Furthermore, the qualitative approach made it possible to differentiate between the motives subject interest in biology and relevance of biology. Only small relationships were found between the generic and the subject-specific career choice motives of the participants and between the career choice motives and sociodemographic background variables. Implications for future research and teacher education are proposed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01