从渴望到热情——探讨职业选择动机和自我概念在教师教育早期教师热情中的作用

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-06-25 DOI:10.1016/j.tate.2025.105102

Christin Lotz , Patrick Hawlitschek , Anne Deiglmayr

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引用次数: 0

摘要

本研究以德国671名第二学期职前教师为样本，调查了职业选择动机与六个月后教师热情的关系，以及教师自我概念是否在这些关系中起中介作用。结果表明，内在职业选择对教师热情有预测作用，而外在职业选择对教师热情无预测作用。潜在中介模型显示：(a)教学兴趣与教学热情之间的关系仅被教学特异性自我概念解释，而不被学科特异性自我概念解释；(b)学科兴趣与学科热情之间的关系仅被学科特异性自我概念解释。因此，教师热情的形成似乎涉及两种可区分的途径，这表明需要有针对性的动机干预。

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From aspiration to passion – Investigating the role of career choice motivation and self-concept for teacher enthusiasm in early stages of teacher education

This longitudinal study investigated in a German sample of N = 671 second-semester pre-service teachers how career choice motivation relates to six-months-later teacher enthusiasm and whether teacher self-concept mediates these relations. Results indicated that intrinsic but not extrinsic career choices predicted teacher enthusiasm. Latent mediation models revealed: (a) The relation between teaching interest and teaching enthusiasm was explained only by teaching-specific but not by subject-specific self-concept, and (b) the relation between subject interest and subject enthusiasm was explained only by subject-specific self-concept. Thus, two distinguishable pathways appear to be involved in the formation of teacher enthusiasm, suggesting a need for targeted motivational interventions.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

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.