10 SES 14 C, Mapping Teacher Education across Europe and Beyond | An International Perspective on Entering the Teaching Profession: Interdependencies between Institutional Settings and Future Teachers’ Career Choice Motives
The first presentation addresses interdependencies between structural conditions and policies of a country, such as different training systems, professional traditions and images as well as working conditions, and personal attributes, in the here presented study career choice motives. The focus is on a special group of professionals in the educational system: future early childhood educators studying for a tertiary qualification. European countries are currently at very different levels in professionalizing early childhood education, among others caused by the differing structural conditions and occupational traditions mentioned above (Eurydice, 2014). Suitable analyses regarding these professionals are still missing, apart from a few studies which do not emphasize structural factors (Langford, 2007). Diverging training systems, traditions and professional images are related to certain motives (Wigfield & Eccles, 2000), therefore the presentation covers different types of motives which are established internationally, such as intrinsic motives on educational work, content-related motives and extrinsic motives (Heinz, 2015) which reflect the country-specific structural conditions and policies. The collected motives are categorized according to the Self-Determination Theory by Deci and Ryan (2000), which is used as a framework. The presented study is part of the project [anonymized]. The coordination of the data collection and the analyses were conducted at [anonymized] in Germany. The study takes into account 468 future early childhood educators with a tertiary qualification from Germany, Sweden, Switzerland and Romania and is methodologically based on one-way variance analyses. Intrinsic motives were found transnationally to be of greater significance. Structural conditions, professional traditions and images as well as working conditions of the included countries are reflected in some of the career choice motives. On the intrinsic motivation level, imparting knowledge to young children, as required in the curriculum, is a strong part of future early childhood professionals in Romania, where the academic orientation of early childhood education has a long tradition (Oberhuemer, Schreyer & Neumann, 2010). Considering extrinsic motives, income and prestige proved to be of particular importance for future teachers in Switzerland; Swiss teaching staff is among the best paid in the world (OECD, 2006), which could affect the career choice. The results are discussed as starting point for targeted strategies for professionalisation processes, for developing training systems and the administrative framework.
Deci, E.L. & Ryan, R.M. (2000). The „What“ and „Why“ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268. Eurydice (2014). Key data on early childhood education and care in Europe. Retrieved July 28, 2016 from http://eacea.ec.europa.eu/education/Eurydice/documents/key_data_series/166EN.pdf Heinz, M. (2015). Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching. Educational Research and Evaluation, 21(3), 258-297. Langford, R. (2007). Who is a good early teacher educator? A critical study of differences within a universal professional identity in early childhood education preparation programs. Journal of Early Teacher Education, 28, 333-352. Oberhuemer, P., Schreyer, I. & Neuman, M. (2010). Professionals in early childhood education and care systems: European profiles and perspectives. Opladen, Farmington Hills: Barbara Budrich. OECD (Organisation for Economic Co-operation and Development) (2016). Taxing wages. Retrieved January 28, 2016 from http://www.oecd-ilibrary.org/taxation/taxing-wages-2004_tax_wages-2004-en Wigfield, A. & Eccles, J.S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
Some networks have already started to plan their chairperson(s).
But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.
Meanwhile, thank you for your patience.
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
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