Andrea Westphal , Annelie Schulze , Juliane Schlesier , Hendrik Lohse-Bossenz
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引用次数: 0
摘要
这项混合方法研究旨在发现 N = 395 名师范生的认知和情感动机特征的不同组合，并将其与退出师范专业的意向相联系。潜特征分析得出了三种特征：(1) 有参与心态的教师（除知识外，所有指标得分都很高）；(2) 所有指标得分平均的均衡特征；(3) 低心态特征（自我效能感低，其他指标得分平均）。具有参与心态的师范生放弃师范学位的意愿较低。主要的推动因素是课程要求和对教学内容相关性的认识不足。
Who thinks about dropping out and why? Cognitive and affective-motivational profiles of student teachers explain differences in their intention to quit their teaching degree
This mixed-methods study aims to uncover different combinations of cognitive and affective-motivational characteristics in N = 395 student teachers and trace them to intentions to quit their teaching degree. Latent profile analysis resulted in three profiles of (1) teachers with an engaged mindset (high scores on all indicators, except knowledge), (2) a balanced profile with average scores on all indicators, and (3) a low mindset profile (low self-efficacy, average scores on other indicators). Student teachers with an engaged mindset reported lower intentions to quit their teaching degree. The main push factors were course demands and low perceived relevance of contents.
期刊介绍：
Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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