Competencies and Career Choice Motives: Characteristics of High School Students Interested in Teacher Education Programmes

Autor/inn/en	Bohndick, Carla; Kohlmeyer, Susanne; Buhl, Heike M.
Titel	Competencies and Career Choice Motives: Characteristics of High School Students Interested in Teacher Education Programmes
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 43 (2017) 5, S.566-580 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bohndick, Carla) ORCID (Kohlmeyer, Susanne) ORCID (Buhl, Heike M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2017.1355029
Schlagwörter	Career Choice; Teacher Education Programs; Teacher Competencies; Student Characteristics; Foreign Countries; High School Seniors; Structural Equation Models; Career Counseling; Student Surveys; Statistical Analysis; Maximum Likelihood Statistics; Germany + Suchen Sie Ihr Suchwort? Lehrkunst; Ausland; Schülerbefragung; Statistische Analyse; Deutschland
Abstract	In contrast to other career choices, the teaching profession seems familiar to those interested in teaching because they have had the chance to observe teachers for years. This phenomenon is known as the apprenticeship of observation and manifests in naïve ideas and expectations of teaching among teacher students. Therefore, characteristics of students interested in becoming teachers are important for early teacher education and counselling. These characteristics include competencies and motives, but nothing is known about their relationship to each other. Following international teaching standards and the expectancy-value framework, this paper analyses associations between both. Three competencies (i.e. planning, communication and cooperation) and seven career choice motives were examined using a paper-pencil survey of 907 high school students. Altogether, 463 students were able to imagine becoming a teacher and were included in the analyses. SEM analyses showed that (1) of all the competencies, communication had the most associations with motives, (2) the motive "low difficulty of study" is positively related to planning, (3) the findings regarding extrinsic motives are ambiguous, and (4) gender differences are marginal. Practical implications for early teacher education and counselling are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01