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.
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页数：16
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