García-Poyato, Jihan and Cordero-Arroyo, Graciela and Torres-Hernández, Rosa María Motivaciones para ingresar a la formación docente. Revisión de estudios empíricos publicados en el siglo XXI. Perspectiva Educacional, 2018, vol. 57, n. 2, pp. 51-72. [Journal article (Paginated)]
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English abstract
The line of educational research on student´s motivation to enter the initial teacher education program recently has regained strength because of the information about the commitment towards the profession. The purpose of this article is to characterize the production in the XXI century of empirical studies on the topic. A search was made in specialized databases and 31 studies published between 2000-2017 were selected, which were classified by type of participant and the theoretical approach the object of study was analyzed from: psychological, sociological or hybrid. Based on the analysis carried out, it is considered that the hybrid approach (45% of the studies) is the one that provides greater opportunities to understand the multidimensional phenomenon that represents the decision to become a professor. The methodological approach used has predominately been quantitative (77% of the studies), through the use of standardized instruments such as the Fit-Choice Scale (Watt & Richardson,2008).
| Item type: | Journal article (Paginated) |
|---|---|
| Keywords: | Motivations, teacher education, students, candidates, Motivación, formación de docentes, estudiante, aspirantes |
| Subjects: | G. Industry, profession and education. > GH. Education. |
| Depositing user: | Phd Graciela Cordero Arroyo |
| Date deposited: | 08 Apr 2019 14:53 |
| Last modified: | 08 Apr 2019 14:53 |
| URI: | http://hdl.handle.net/10760/33992 |
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