24 SES 03, Issues in Mathematics Teacher Education (Part 2)
Paper Session: continued from 24 SES 02 A
Several European countries face a shortage of teachers currently or in the future, because of the ageing teaching workforce (Eurydice, 2012; Eurydice, 2013). In particular recruiting school graduates into teacher education of STEM subjects is an important challenge (Eurydice, 2011). Furthermore, alternative pathways into the teaching profession are discussed and implemented in some European countries (Eurydice, 2013). Whereas the question how to recruit teaching candidates is a major issue in many OECD countries, the situation in Taiwan is reversed. In Taiwan the teaching profession is highly valued and since the marketization of teacher education the number of graduates is much higher than the number of teaching job openings.
In order to reach indications for an adequate recruiting of teaching candidates insights in the nature of motivation to move into the teaching profession are required. For that purpose we need evidences regarding to who choose the STEM teaching profession and why.
Following further research results, motivation is crucial for moving into and successfully completing teacher training as well as for entering into and remaining the teaching profession (e. g. Blömeke, 2012; Laschke, 2013; König et al., 2013). Despite of numerous empirical studies focusing (student) teachers’ motivation (see Rothland, 2011) there is a lack of comparative research regarding to motivation to become a teacher and its determining aspects. An exception are studies using the FIT-Choice scale (Watt & Richardson, 2007). For STEM future teachers in Australia differences in motivations for choosing teaching as a career by gender, level of grades, prior experiences and demographic aspects were examined (Watt, Richardson & Pietsch, 2009, Watt, Richardson & Devos, 2013). Evidences for the European context were revealed by König et al. (2013), who emphasize prior pedagogical experiences related to the FIT-Choice scale whilst controlling for age, gender and average of school grades, based on samples of future teachers for different subjects in Germany, Austria and Switzerland. But there are no comparable evidences regarding to future teachers in STEM subjects, especially mathematics focusing on different cultural contexts. Since mathematics is regarded as male domain and teaching becomes more and more feminized (Watt, Richardson & Devos, 2013) the role of gender for choosing mathematics teaching profession, which includes both aspects, is of particular interest. Evidences are needed whether there are gender differences in choosing math teaching as a career for intrinsic, altruistic or extrinsic reasons. Starting from the expectancy-value theory (Wigfield & Eccles, 2000) and the cognitive career theory (Lent, Brown, Hackett, 1994) furthermore the following questions are raised. Do (domain specific) school experiences as a student determine for what reason teaching profession was chosen. What does motivate people with prior career experiences to change into the teaching profession? Is it because of altruistic, extrinsic or intrinsic reasons? Do student teachers having family constraints, choose the teaching profession only because of extrinsic motives? Does gender moderate the relation of the named aspects and the motivation to become a teacher?
Such evidences can help to understand which mechanisms underlie choosing mathematics teaching as a career. With due regard to further results about the role of motivation for success in the teacher education and in the teaching profession, such evidences can furthermore give implications how to address appropriate candidates for the teaching profession and how to attract teacher education to prevent dropping out.
Blömeke, S., Suhl, U., Kaiser, G. & Döhrmann, M. (2012). Family background, entry selectivity and opportunities to learn: What matters in primary teacher education? An international comparison of fifteen countries. Teaching and Teacher Education, 28, 44–55. European Commission/EACEA/Eurydice, 2013. Key Data on Teachers and School Leaders in Europe. 2013 Edition. Eurydice Report. Luxembourg: Publications Office of the European Union. Eurydice 2012, Mathematics Education in Europe: Common Challenges and National Policies Eurydice 2011, Science Education in Europe: National Policies, Practices and Research, European Commission, Brussels König, J., Rothland, M., Darge, K., Lünnemann, M. & Tachtsoglou, S. (2013). Erfassung und Struktur berufsrelevanter Faktoren für die Lehrerausbildung und den Lehrerberuf in Deutschland, Östereich und der Schweiz. Zeitschrift für Erziehungswissenschaften 16:553–577. Laschke, C. (2013). Effects of future mathematics teachers' affective, cognitive and socio-demographic characteristics on their knowledge at the end of the teacher education in Germany and Taiwan. International Journal of Science and Mathematics Education. 11(4): 895-921. Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79-122. Rothland, M. (2011). Warum entscheiden sich Studierende für den Lehrerberuf? Interessen, Orientierungen und Berufswahlmotive angehender Lehrkräften im Spiegel der empirischen Forschung.In E. Terhart, H. Bennewitz & M. Rothland (Hrsg.), Handbuch der Forschung zum Lehrerberuf, 268–310. Münster: Waxmann. Tatto, M. T., Schwille, J., Senk, S., Ingvarson, L., Peck, R. & Rowley, G. (2012b). Teacher Education and Development Study in Mathematics (TEDS-M): Technical handbook. Amsterdam: IEA. Watt, H. M. G., Richardson, P. W. & Devos, C. (2013). (How) Does Gender Matter in the Choice of a STEM Teaching Career and Later Teaching Behaviours? International Journal of Gender, Science and Technology, 5/3: 187-206. Watt, H. M. G., Richardson, P. W., & Pietsch, J. (2009). Choosing to teach in the “STEM” disciplines: Characteristics and motivations of science, technology, and mathematics teachers from Australia and the United States. In A. Selkirk & M. Tichenor (Eds.), Teacher education: Policy, practice and research (pp. 285-309). New York: Nova Science Publishers. Watt, H. M. G., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT- Choice Scale. Journal of Experimental Education, 75, 167–202. Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68 – 81.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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