Advanced search

Teacher training for secondary education and graduates' entrance into the teaching profession

Isabel Rots (UGent) and Antonia Aelterman (UGent)
(2008) EDUCATIONAL STUDIES. 34(5). p.399-417
Author
Organization
Abstract
This study focuses on the relationship between teacher education and graduates' intended and actual entrance into teaching. Moreover, it explores how this relationship differs for two types of initial teacher training for secondary education. A hypothetical model of graduates' entrance into the teaching profession comprising empirically,grounded variables was developed. Besides teacher education related variables, other factors (e.g., motivation and labour market) were included. Data for this study were based on a sample of 370 graduates qualified for teaching in secondary education. Logistic regression analysis indicates that intention to enter teaching, preparedness for teaching, employment opportunities and type of teacher training explain 43% of the variance in actual entrance into teaching. Furthermore, path analysis was applied to test the hypothetical pattern of (inter)relationships between the variables. Results are largely consistent across the two types of teacher training showing a small, although statistically significant, contribution of teacher education above other antecedents of graduates' intention to enter teaching.
Keywords
ATTRITION, EFFICACY, COMMITMENT, RETENTION, INDUCTION, TURNOVER, SUPPORT, SENSE, MODEL, teaching (occupation), initial teacher training, teaching commitment, entrance into the teaching profession

Citation

Please use this url to cite or link to this publication:

Chicago
Rots, Isabel, and Antonia Aelterman. 2008. “Teacher Training for Secondary Education and Graduates’ Entrance into the Teaching Profession.” Educational Studies 34 (5): 399–417.
APA
Rots, I., & Aelterman, A. (2008). Teacher training for secondary education and graduates’ entrance into the teaching profession. EDUCATIONAL STUDIES, 34(5), 399–417.
Vancouver
1.
Rots I, Aelterman A. Teacher training for secondary education and graduates’ entrance into the teaching profession. EDUCATIONAL STUDIES. 2008;34(5):399–417.
MLA
Rots, Isabel, and Antonia Aelterman. “Teacher Training for Secondary Education and Graduates’ Entrance into the Teaching Profession.” EDUCATIONAL STUDIES 34.5 (2008): 399–417. Print.
@article{538639,
  abstract     = {This study focuses on the relationship between teacher education and graduates' intended and actual entrance into teaching. Moreover, it explores how this relationship differs for two types of initial teacher training for secondary education. A hypothetical model of graduates' entrance into the teaching profession comprising empirically,grounded variables was developed. Besides teacher education related variables, other factors (e.g., motivation and labour market) were included. Data for this study were based on a sample of 370 graduates qualified for teaching in secondary education. Logistic regression analysis indicates that intention to enter teaching, preparedness for teaching, employment opportunities and type of teacher training explain 43\% of the variance in actual entrance into teaching. Furthermore, path analysis was applied to test the hypothetical pattern of (inter)relationships between the variables. Results are largely consistent across the two types of teacher training showing a small, although statistically significant, contribution of teacher education above other antecedents of graduates' intention to enter teaching.},
  author       = {Rots, Isabel and Aelterman, Antonia},
  issn         = {0305-5698},
  journal      = {EDUCATIONAL STUDIES},
  language     = {eng},
  number       = {5},
  pages        = {399--417},
  title        = {Teacher training for secondary education and graduates' entrance into the teaching profession},
  url          = {http://dx.doi.org/10.1080/03055690802257176},
  volume       = {34},
  year         = {2008},
}

Altmetric
View in Altmetric
Web of Science
Times cited: