Die Berufswahlmotivation von angehenden Lehrkräften bei Eintritt in ihre Ausbildung
Unterschiede nach Fächerwahl?
Johannes König, Martin Rothland y Nina Glutsch
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Johannes König, Martin Rothland, Nina Glutsch, Die Berufswahlmotivation von angehenden Lehrkräften bei Eintritt in ihre Ausbildung (2018), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2018 #04, S.461
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Descripción / Abstract
Zusammenfassung: In empirischen Studien zur Berufswahlmotivation wird insbesondere mit Blick auf Faktoren wie Geschlecht oder Studiengang untersucht, welche Motivation der Berufswahl LehrerIn zugrunde liegt. Dagegen liegen wenige Erkenntnisse dazu vor, ob Unterrichtsfächer bzw. Fächerkombinationen auch im Zusammenhang mit der Berufswahlmotivation stehen. Ziel dieses Beitrags ist deshalb, die Berufswahlmotivation von Lehramtsstudierenden anhand einer Stichprobe von n = 1365 StudienanfängerInnen im ersten Semester der Studiengänge Gymnasial- sowie Haupt-/Real-/Gesamtschullehramt in Deutschland unter Berücksichtigung ihrer Fächerkombinationen zu untersuchen. Die Ergebnisse weisen auf geringe Unterschiede zwischen den Fächergruppen hin, zeigen aber Differenzen in Bezug auf die studierten Lehrämter in Kombination mit den Fächergruppen.
Schlagworte: Lehramtsstudierende, Berufswahlmotivation, Fächerkombination, Fächerdifferenzen, LehrerInnenausbildung
Abstract: Studies examining teaching as a career choice tend to focus on the differences between gender or study programme-related factors when looking at the participants´ motivations for choosing teaching as an occupation. Only a few studies have examined the relationship between subject-related differences and career choice motivations. This article therefore aims to analyse n = 1365 German student teachers´ motivations for choosing teaching as a career with reference to their subject choice. Students are in their first semester and enrolled in study programmes to become lower and/or upper secondary school teachers. The findings indicate small differences between different subject groups but show variance based on the study programme in combination with the subject groups.
Keywords: Student Teachers, Career Choice Motivation, Subject Domains, Subject Domain Differences, Teacher Education
Schlagworte: Lehramtsstudierende, Berufswahlmotivation, Fächerkombination, Fächerdifferenzen, LehrerInnenausbildung
Abstract: Studies examining teaching as a career choice tend to focus on the differences between gender or study programme-related factors when looking at the participants´ motivations for choosing teaching as an occupation. Only a few studies have examined the relationship between subject-related differences and career choice motivations. This article therefore aims to analyse n = 1365 German student teachers´ motivations for choosing teaching as a career with reference to their subject choice. Students are in their first semester and enrolled in study programmes to become lower and/or upper secondary school teachers. The findings indicate small differences between different subject groups but show variance based on the study programme in combination with the subject groups.
Keywords: Student Teachers, Career Choice Motivation, Subject Domains, Subject Domain Differences, Teacher Education