Advanced search
1 file | 181.29 KB

Teacher education graduates' entrance into the teaching profession: Development and test of a model.

Isabel Rots (UGent) and Antonia Aelterman (UGent)
Author
Organization
Abstract
This study aims to advance insight into the relationship between teacher education and graduates’ intended and actual entrance into the teaching profession. Moreover, it indicates how this relationship varies between teacher training for primary education (i.e. programs for class teachers-to-be) and teacher training for secondary education (i.e. programs for subject teachers-to-be). 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 collected based on a sample of 301 teacher education graduates. Logistic regression analysis shows that intention to enter teaching is a valid predictor of actual entrance. Path analysis was applied to test the hypothetical pattern of (inter)relationships between the variables. For graduates from teacher training for pre-school and primary education, the path model accounts for 33% of the variance in intention to enter teaching. For teacher training for secondary education the explained amount of variance is 44%. 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
Intention, Graduates, Teacher Education, Teaching (Occupation), Teaching Commitment

Downloads

  • (...).pdf
    • full text
    • |
    • UGent only
    • |
    • PDF
    • |
    • 181.29 KB

Citation

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

Chicago
Rots, Isabel, and Antonia Aelterman. 2009. “Teacher Education Graduates’ Entrance into the Teaching Profession: Development and Test of a Model.” European Journal of Psychology of Education XXIV (4): 453–471.
APA
Rots, I., & Aelterman, A. (2009). Teacher education graduates’ entrance into the teaching profession: Development and test of a model. European Journal of Psychology of Education, XXIV(4), 453–471.
Vancouver
1.
Rots I, Aelterman A. Teacher education graduates’ entrance into the teaching profession: Development and test of a model. European Journal of Psychology of Education. 2009;XXIV(4):453–71.
MLA
Rots, Isabel, and Antonia Aelterman. “Teacher Education Graduates’ Entrance into the Teaching Profession: Development and Test of a Model.” European Journal of Psychology of Education XXIV.4 (2009): 453–471. Print.
@article{798674,
  abstract     = {This study aims to advance insight into the relationship between teacher education and graduates{\textquoteright} intended and actual entrance into the teaching profession. Moreover, it indicates how this relationship varies between teacher training for primary education (i.e. programs for class teachers-to-be) and teacher training for secondary education (i.e. programs for subject teachers-to-be). A hypothetical model of graduates{\textquoteright} 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 collected based on a sample of 301 teacher education graduates. Logistic regression analysis shows that intention to enter teaching is a valid predictor of actual entrance. Path analysis was applied to test the hypothetical pattern of (inter)relationships between the variables. For graduates from teacher training for pre-school and primary education, the path model accounts for 33\% of the variance in intention to enter teaching. For teacher training for secondary education the explained amount of variance is 44\%. 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{\textquoteright} intention to enter teaching.},
  author       = {Rots, Isabel and Aelterman, Antonia},
  issn         = {0256-2928},
  journal      = {European Journal of Psychology of Education},
  language     = {eng},
  number       = {4},
  pages        = {453--471},
  title        = {Teacher education graduates' entrance into the teaching profession: Development and test of a model.},
  volume       = {XXIV},
  year         = {2009},
}

Web of Science
Times cited: