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Teacher education graduates' choice (not) to enter the teaching profession: does teacher education matter?

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Abstract
In an era of recurring teacher shortages, Flanders struggles with a considerable proportion of teacher education graduates who do not enter the teaching profession. This study identifies the predictors of teacher education graduates' choice on job entry (teaching profession or not). A prospective research design with two data collection phases is adopted. Student teachers (subsequently graduates) (N = 217) of integrated teacher training for secondary education were surveyed shortly before as well as shortly after graduation. Results of chi-squared and t-tests indicate that gender, initial motivation for teaching, mentor support, teacher education preparation, teacher efficacy, learner-oriented beliefs, performance in teacher education, and employment opportunities show differences (at 1% level) between graduates who entered and those who did not enter the teaching profession. Results of the subsequent logistic regression validate the importance of teacher education (i.e. mentor support) - beside initial motivation and labour market factors - to explain graduates' decision on job entry.
Keywords
BELIEFS, BEGINNING TEACHERS, RETENTION, COMMITMENT, EFFICACY, MODEL, PERCEPTIONS, MOTIVATIONS, EXPERIENCES, CANDIDATES, pre-service teacher education, teaching profession, mentors

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Chicago
Rots, Isabel, Antonia Aelterman, and Geert Devos. 2014. “Teacher Education Graduates’ Choice (not) to Enter the Teaching Profession: Does Teacher Education Matter?” European Journal of Teacher Education 37 (3): 279–294.
APA
Rots, I., Aelterman, A., & Devos, G. (2014). Teacher education graduates’ choice (not) to enter the teaching profession: does teacher education matter? EUROPEAN JOURNAL OF TEACHER EDUCATION, 37(3), 279–294.
Vancouver
1.
Rots I, Aelterman A, Devos G. Teacher education graduates’ choice (not) to enter the teaching profession: does teacher education matter? EUROPEAN JOURNAL OF TEACHER EDUCATION. 2014;37(3):279–94.
MLA
Rots, Isabel, Antonia Aelterman, and Geert Devos. “Teacher Education Graduates’ Choice (not) to Enter the Teaching Profession: Does Teacher Education Matter?” EUROPEAN JOURNAL OF TEACHER EDUCATION 37.3 (2014): 279–294. Print.
@article{5702055,
  abstract     = {In an era of recurring teacher shortages, Flanders struggles with a considerable proportion of teacher education graduates who do not enter the teaching profession. This study identifies the predictors of teacher education graduates' choice on job entry (teaching profession or not). A prospective research design with two data collection phases is adopted. Student teachers (subsequently graduates) (N = 217) of integrated teacher training for secondary education were surveyed shortly before as well as shortly after graduation. Results of chi-squared and t-tests indicate that gender, initial motivation for teaching, mentor support, teacher education preparation, teacher efficacy, learner-oriented beliefs, performance in teacher education, and employment opportunities show differences (at 1\% level) between graduates who entered and those who did not enter the teaching profession. Results of the subsequent logistic regression validate the importance of teacher education (i.e. mentor support) - beside initial motivation and labour market factors - to explain graduates' decision on job entry.},
  author       = {Rots, Isabel and Aelterman, Antonia and Devos, Geert},
  issn         = {0261-9768},
  journal      = {EUROPEAN JOURNAL OF TEACHER EDUCATION},
  keyword      = {BELIEFS,BEGINNING TEACHERS,RETENTION,COMMITMENT,EFFICACY,MODEL,PERCEPTIONS,MOTIVATIONS,EXPERIENCES,CANDIDATES,pre-service teacher education,teaching profession,mentors},
  language     = {eng},
  number       = {3},
  pages        = {279--294},
  title        = {Teacher education graduates' choice (not) to enter the teaching profession: does teacher education matter?},
  url          = {http://dx.doi.org/10.1080/02619768.2013.845164},
  volume       = {37},
  year         = {2014},
}

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