Who Chooses Teacher Education and Why? Evidence from Germany

Autor/inn/en	Savage, Corey; Ayaita, Adam; Hübner, Nicolas; Biewen, Martin
Titel	Who Chooses Teacher Education and Why? Evidence from Germany
Quelle	In: Educational Researcher, 50 (2021) 7, S.483-487 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Savage, Corey) ORCID (Ayaita, Adam) ORCID (Hübner, Nicolas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X211000758
Schlagwörter	Teacher Education Programs; Majors (Students); Teaching (Occupation); Academic Achievement; Personality Traits; Student Motivation; Parent Influence; Child Rearing; Work Environment; Predictor Variables; Grade 9; Secondary School Students; College Students; Longitudinal Studies; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Teaching; Lehrberuf; Schulleistung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schulische Motivation; Kindererziehung; Arbeitsmilieu; Prädiktor; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Collegestudent; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Deutschland
Abstract	Empirically rigorous research on teacher education entry is extremely limited. Evidence on who enters teacher education and why is crucial for identifying undesired gaps in entry and can assist with teacher recruitment. Grounded in prior research, we identified four primary groups of relevant individual-level variables: student/family background, achievement/abilities, personality, and motivation. We empirically tested this conceptual model using rich data from a national cohort of German ninth-graders followed to college/university and their parents. Our study is the first to predict eventual teacher education entry early in secondary school. Although those students who eventually entered teacher education were significantly different from their counterparts across most variables, fewer were conditionally predictive. Social interests, desired working conditions, desire to have children, and students' parents were particularly influential. Implications for research and teacher recruitment are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01