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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
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.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
EFFICACY, ATTRITION, COMMITMENT, RETENTION, INDUCTION, TURNOVER, SUPPORT, SENSE, MODEL, teaching (occupation), initial teacher training, teaching commitment, entrance into the teaching profession
journal title
EDUCATIONAL STUDIES
Educ. Stud.
volume
34
issue
5
pages
399 - 417
Web of Science type
article
Web of Science id
000262738200001
JCR category
EDUCATION & EDUCATIONAL RESEARCH
JCR impact factor
0.516 (2008)
JCR rank
73/112 (2008)
JCR quartile
1 (2008)
ISSN
0305-5698
DOI
10.1080/03055690802257176
language
English
UGent publication?
yes
classification
A1
id
538639
handle
http://hdl.handle.net/1854/LU-538639
date created
2009-04-06 15:38:57
date last changed
2012-06-14 16:46:10
@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},
  keyword      = {EFFICACY,ATTRITION,COMMITMENT,RETENTION,INDUCTION,TURNOVER,SUPPORT,SENSE,MODEL,teaching (occupation),initial teacher training,teaching commitment,entrance into the teaching profession},
  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},
}

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.