MOTIVATIONS TO ENTER TEACHER EDUCATION. REVIEW OF EMPIRICAL STUDIES PUBLISHED IN THE 21ST CENTURY

The line of educational research on student's motivmotivation to enter the inma| teacher education program recently has regained strength because of the information about the commitment towards the profession. The purpose of this article is to characterize the production in the XXI century of empirical studies on the topic. A search was made in specialized databases and 31 studies published between 2000-2017 were selected, which were classified by type of participant and the theoretical approach the object of study was analyzed from: psychological, sociological or hybrid. Based on the analysis carried out, it is considered that the hybrid approach (45% of the studies) is the one that provides greater opportunities to understand the multidimensional phenomenon that represents the decision to become a professor. The methodological approach used has predominately been quantitative (77% of the studies), through the use of standardized instruments such as the Fit-Choice Scale (Watt & Richardson, 2008).