Focussing on student teachers’ interests and expectations is necessary to facilitate effective teaching and learning in teacher education and training. The student teachers’ interests and expectations toward their studies and profession determine how they engage in their studies and further on behave in their everyday working life. Moreover, this knowledge is fundamental for universities in order to make the teaching profession more attractive to a wider pool of candidates, as emerged as one of the policy implications from research conducted by the European Commission (European Commission, 2015).
Research has shown that the students’ motivation and interests to their studies decrease over the years of study (Keiner, 2004). Accordingly, university entrants are more performance and success oriented than students in higher years of university. In addition, teacher education students are characterised by a high inner intrinsic motivation, based on students’ aptitudes.
In teacher education, students are asked to be self-regulated learners who possess and develop well-founded knowledge about teaching and learning. Undoubtedly, performance motivation plays an important role in acquiring well-founded knowledge. Cramer (2012) studied in a longitudinal study the professional development of teacher education students (for secondary schools) in Germany. Among others, he studied the students’ experiences during their study. For example, Cramer (2012) found that male students scored higher on avoiding extra work than female students did. The time students invest in their education did not depend only on curricular opportunities, but also on their attitude towards work.
Furthermore, the students’ interests in teacher training is connected with the forms and habits of knowledge acquisition as well as use and processing of subject specific literature. Keiner (2000) studied teacher training students’ study preferences, time-investment, used information resources, and the students’ reading behaviour in two universities in Germany. For example, the author found students to have moderately profiled expectancies toward their study, low time investment, and strong reference to everyday knowledge. Gross & Herzer (in press) found that future kindergarten, primary and secondary school teachers find lectures and text-writing less important than for example practical experiences. This indicates a higher interests toward practice (e.g., internships) than classical working methods within university studies.
With the purpose of an efficient design of teacher training, it is therefore necessary, to investigate student teachers’ interests and expectations toward their studies and future profession. Hence, this research tries to answer the following questions:
- What does a general picture of the student teachers look like with regard to their interests and expectations?
- Are there differences in gender in student teachers’ interests and expectations?
- Are there differences in year of study in student teachers’ interests and expectations?