German student teachers' decision process of becoming a teacher: The relationship among career exploration and decision-making self-efficacy, teacher motivation and early field experience

被引：10

作者：

Wolf, Ann G. ^{[1
]}

Auerswald, Sven ^{[1
]}

Seinsche, Annika ^{[1
]}

Saul, Isabella ^{[1
]}

Klocke, Hannah ^{[1
]}

机构：

[1] Justus Liebig Univ Giessen, Dept Educ Sci, Bismarckstr 37, D-35390 Giessen, Germany

来源：

TEACHING AND TEACHER EDUCATION | 2021年 / 105卷

关键词：

Career exploration and decision making; self-efficacy; CSM model; Teacher motivation; Field experience; Emotion; Teaching career decidedness; SOCIAL COGNITIVE MODEL; JOB-SATISFACTION; EDUCATION; ENGAGEMENT; CHOICE; COMMITMENT; PROFESSION; RETENTION; BELIEFS; MOTIVES;

D O I：

10.1016/j.tate.2021.103350

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Teacher recruitment and retention remain a challenge, both in Germany and internationally. To help increase teacher retention rates, the current study investigated to what extent people's choice for a teaching career reflects a well-founded career decision-making process (e.g., collecting information about teaching). Participants were 357 student teachers who completed different measures. Results showed that career exploration and decision making self-efficacy, its sources, emotional support, field experience, and teacher motivation jointly interact to determine teaching career decidedness and future teacher self-efficacy. Implications for recruitment programs as well as for future research on people's choice for becoming a teacher are discussed. (C) 2021 Published by Elsevier Ltd.

引用

页数：16

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