Reference : Luxembourg Perspectives on Pre-Service Teacher Motivation: What Factors Influence the...
Scientific congresses, symposiums and conference proceedings : Unpublished conference
Social & behavioral sciences, psychology : Sociology & social sciences
Educational Sciences
http://hdl.handle.net/10993/47963
Luxembourg Perspectives on Pre-Service Teacher Motivation: What Factors Influence the Choice of Becoming a Teacher, Perseverance and Success?
English
Rivas, Salvador mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > LUCET >]
Poncelet, Débora mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
Reeff, Alain mailto []
Busana, Gilbert mailto [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Education and Social Work (DESW) >]
2-Sep-2021
Yes
International
15th Conference of the European Sociological Association
31-08-2021 to 03-09-2021
European Sociological Association
Barcelona
Spain
[en] pre-service teachers ; teacher education ; university admissions ; motivation ; drop out ; perseverance
[en] In 2016, UNESCO estimated that 24.4 million primary school teachers and another 44.4 million secondary school teachers were needed to provide every child in the world access to education. Widespread teacher shortages have led researchers to investigate what motivates candidates to become teachers and to remain in the profession (see for example Watt et al., 2012). Luxembourg is no exception, in 2019 for example, the government wanted to hire 320 new teachers at the fundamental school level; however, only 63 graduates from the country’s main teacher training programme at the University of Luxembourg took the required state exam to join the teaching ranks. The country needs 300 to 400 new fundamental schoolteachers per year to keep up with population growth.

To help address this need, we draw on 10 years of admissions data (exam performance and noncognitive indicators) collected from candidates seeking entry to the University of Luxembourg’s teacher training programme. Our study investigates the major correlates, similarities and differences, between candidates that never-registered, i.e., candidates that after being admitted never start the programme; drop-outs, i.e., students that start but never finish; and of course, those that persist until completion. While circumstances may differ between these types of candidates, the first two nevertheless took-up the place that someone else who could have finished and possibly become a teacher. In light of the pressing need for more teachers, this study identifies important factors associated with showing up and staying in the programme until the end. Policy implications are described and discussed.
Researchers
http://hdl.handle.net/10993/47963

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