As part of the longitudinal SMILE-project1, this study reached 605 preservice secondary school teachers across three cohorts at the Paris Lodron University of Salzburg and the Teacher College Salzburg Stefan Zweig (Austria). Therefore, investigating initial career choice motivation of preservice teachers may provide early markers of their subsequent motivational development and inform the provision of appropriate support structures. In contrast, students who choose teacher education primarily as a fallback career are more likely to put in little effort.
Research on teachers՚ career choice motivation shows that prospective teachers who enjoy working with children are more likely to show positive trajectories in terms of achievement motivation and knowledge acquisition. The latter address motivational aspects and are considered central components of the vocational requirements of the teaching profession. The latent profile analyses across three cohorts show different numbers of profiles, but overall, we could replicate similar patterns of aspects on career choice motivation across the three cohorts: the intrinsically motivated, the socially motivated, the balanced, and the undecided.Ībstract = "Theoretical frameworks on the development of preservice teachers competences include cognitive and affective facets. The internationally accessible FIT-Choice instrument was employed to develop a solid framework of motivational profiles.
Theoretical frameworks on the development of preservice teachers’ competences include cognitive and affective facets.
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