Sorting into Teacher Education: Institutions matter

Author(s):

Stefan DenzlerStefan C. Wolter

Conference:

ECER 2009

Network:

10. Teacher Education Research

Format:

Paper

Session Information

10 SES 02 D, Research on Programmes in Teacher Education

Paper Session

Time:

2009-09-28

11:15-12:45

Room:

NIG, HS 3A

Chair:

Kennert Orlenius

Contribution

Sorting into teacher education plays a major role in the determination of the potential quality of the teaching workforce (OECD 2005). The question is who is interested in training for teacher. The analyses contained in the analysis are based on a representative sample of 1567 high-school students in Switzerland shortly before graduation. The paper contains a new analysis of sorting and self-selection mechanisms into teacher education referring especially to institutional questions. The study deals with a central topic regarding teacher quality, an issue that has – to our understanding – not been previously studied in this way. We believe that the results of our analysis, though based on Swiss Data, are of interest for a wider international audience and might also bring up some interesting new aspects within the scope of the discussion of the recent reforms of teacher education in Europe. Startig from a classical rational choice approach (cf. Becker 1964; Boudon 1973), we try to explain heterogeneous self-selection into teacher education as a function of socio-economic, cultural and geographical origin, schooling background and individual preferences. The hypothesis of social disparities as a factor in the choice of studies is broadly borne out by recent research: various authors show that study intentions are determined by class (cf. Butlin 1999; Becker 2000; Christofides et al. 2001; Deauvieau 2005; Maaz et al. 2006; Trautwein et al. 2006). Also, motivations and preferences, subjective importance, intrinsic value and the expected non-monetary benefits of a training course as well as the anticipated probability of success are all factors that must be taken into consideration when examining training-related decisions (cf. Lent et al. 1994; Eccles 2005). Using matching theories (cf. Holland 1985, 1997) or relying on economic models to social identity (cf. Akerlof & Kranton 2000) it can further be inferred that those interested in a teaching career are predominantly socially oriented, communicative and caring persons. Finally, the local availability of institutions of higher education can affect the choice of studies on both economic and social grounds. The distance to the nearest university has a direct cost impact (higher living costs, non-monetary costs, such as loss of social networks) on the individual concerned (cf. Frenette 2006).

Method

The data come from a randomized clustered sample of 1567 high-school students shortly before taking the school-leaving examination (Matura). The dataset is representative for the German speaking part of Switzerland. This survey population thus represents the pool of potential candidates for teacher training and guarantees that potential teachers can be compared with people who could also have opted for teaching but decided instead to pursue another career or line of study. The hypotheses explaining self-selection into teaching as a rational choice based on class-specific cost/benefit analyses, motivational disposition and institutional factors are tested subsequently by means of multivariate regression analysis (probit and multinomial logistig models).

Expected Outcomes

The findings indicate that there is systematic self-selection into teacher training institutions which is principally based on gender, family background and high-school profile. This sorting is reinforced by institutional and structural characteristics of the types of higher education institutions and the courses of study they offer. Accordingly, the findings of this paper tend to indicate that the choices made by future teachers depend to a large extent also on where and how teachers are trained. Even though the tertiarization of teaching has brought the teacher education colleges within the educational system up to a par with universities, this recently created type of higher education institution differs from universities in several respects. It would therefore also be interesting to analyse whether similar results would be found in countries where teacher education is more integrated in the traditional university model.

References

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Author Information

Stefan Denzler

SKBF-CSRE

Aarau

Stefan C. Wolter

Swiss Coordination Centre for Research in Education (SKBF-CSRE), Switzerland; University of Berne, Switzerland; CESifo & IZA

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