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ERIC Number: EJ864780
Record Type: Journal
Publication Date: 2009-Dec
Pages: 19
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: ISSN-0256-2928
Teacher Education Graduates' Entrance into the Teaching Profession: Development and Test of a Model
Rots, Isabel; Aelterman, Antonia
European Journal of Psychology of Education, v24 n4 p453-471 Dec 2009
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. (Contains 3 figures and 5 tables.)
Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium