Arduous admissions and a precarious profession: student teachers’ pre-admission demotives

IF 1.4 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Asia-Pacific Journal of Teacher Education Pub Date : 2021-09-28 DOI:10.1080/1359866X.2021.1978390

V. Mankki, Outi Kyrö-Ämmälä

{"title":"Arduous admissions and a precarious profession: student teachers’ pre-admission demotives","authors":"V. Mankki, Outi Kyrö-Ämmälä","doi":"10.1080/1359866X.2021.1978390","DOIUrl":null,"url":null,"abstract":"ABSTRACT Sustaining the attractiveness of the teaching profession to recruit committed students to teacher education is a global policy issue. However, in many parts of the world, the teaching profession has become less attractive. Also in Finland, where teacher education has traditionally been highly attractive, several programmes have recently suffered from a substantial decrease in the number of applicants. The current paper addresses the phenomenon by investigating student teachers’ pre-admission demotives. A total of 146 freshly admitted student teachers in primary teacher education in two universities wrote texts concerning the reasons for turning down primary teacher education and the profession during the application period. Thematic qualitative analysis revealed that demotives were connected to 1) arduous admissions, 2) deterministic training and 3) a precarious profession. The majority (54%) of participants expressed demotives connected to the above themes: concerns about the profession were the most frequent followed by doubts concerning admissions. By focusing on demotives the study fills the current gap in existing literature. The results can be implemented when outlining the measures to increase the attractiveness of the teaching profession, developing recruitment strategies and admission procedures, and designing more effective and meaningful teaching and learning in teacher education.","PeriodicalId":47276,"journal":{"name":"Asia-Pacific Journal of Teacher Education","volume":"50 1","pages":"282 - 294"},"PeriodicalIF":1.4000,"publicationDate":"2021-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Asia-Pacific Journal of Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/1359866X.2021.1978390","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 2

Abstract

ABSTRACT Sustaining the attractiveness of the teaching profession to recruit committed students to teacher education is a global policy issue. However, in many parts of the world, the teaching profession has become less attractive. Also in Finland, where teacher education has traditionally been highly attractive, several programmes have recently suffered from a substantial decrease in the number of applicants. The current paper addresses the phenomenon by investigating student teachers’ pre-admission demotives. A total of 146 freshly admitted student teachers in primary teacher education in two universities wrote texts concerning the reasons for turning down primary teacher education and the profession during the application period. Thematic qualitative analysis revealed that demotives were connected to 1) arduous admissions, 2) deterministic training and 3) a precarious profession. The majority (54%) of participants expressed demotives connected to the above themes: concerns about the profession were the most frequent followed by doubts concerning admissions. By focusing on demotives the study fills the current gap in existing literature. The results can be implemented when outlining the measures to increase the attractiveness of the teaching profession, developing recruitment strategies and admission procedures, and designing more effective and meaningful teaching and learning in teacher education.

查看原文本刊更多论文

艰难的入学和不稳定的职业:实习教师的入学前动机

摘要：保持教师职业的吸引力，吸引有献身精神的学生接受师范教育，是一个全球性的政策问题。然而，在世界许多地方，教师职业的吸引力已经降低。同样在芬兰，教师教育传统上极具吸引力，最近有几个项目的申请人数大幅减少。本文通过对师生入学前积极性的调查来解决这一现象。两所大学共有146名新录取的小学教师在申请期间撰写了关于拒绝小学教师教育的原因和专业的文本。专题定性分析表明，激励因素与1）艰难的录取、2）确定性的培训和3）不稳定的职业有关。大多数（54%）参与者表达了与上述主题相关的贬抑情绪：对职业的担忧最为常见，其次是对录取的怀疑。该研究通过关注激励因素，填补了现有文献中的空白。在概述提高教师职业吸引力的措施、制定招聘策略和录取程序以及在教师教育中设计更有效、更有意义的教学时，可以实施这些结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Asia-Pacific Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.40

自引率

7.70%

发文量

期刊介绍： This journal promotes rigorous research that makes a significant contribution to advancing knowledge in teacher education across early childhood, primary, secondary, vocational education and training, and higher education. The journal editors invite for peer review theoretically informed papers - including, but not limited to, empirically grounded research - which focus on significant issues relevant to an international audience in regards to: Teacher education (including initial teacher education and ongoing professional education) of teachers internationally; The cultural, economic, political, social and/or technological dimensions and contexts of teacher education; Change, stability, reform and resistance in (and relating to) teacher education; Improving the quality and impact of research in teacher education.