DIFFERENCES IN SOCIAL BACKGROUND, STUDY CHOICE MOTIVATION AND HIGHER EDUCATION EXPERIENCE BETWEEN PRE-SERVICE CLASS TEACHERS AND PRE-SERVICE SUBJECT TEACHERS

TitleDIFFERENCES IN SOCIAL BACKGROUND, STUDY CHOICE MOTIVATION AND HIGHER EDUCATION EXPERIENCE BETWEEN PRE-SERVICE CLASS TEACHERS AND PRE-SERVICE SUBJECT TEACHERS
Publication TypeJournal Article
Year of Publication2018
AuthorsRogošić, S, Baranović, B
JournalProblems of Education in the 21st Century
Volume76
Issue5
Start Page706-719
PaginationContinuous
Date PublishedOctober/2018
Type of ArticleOriginal article
ISSN1822-7864
Other NumbersE-ISSN 2538-7111
Keywordspre-service class teachers, pre-service subject teachers, quantitative research, social background, study choice motivation, study experience
Abstract

Considering that the disregard in teacher profession seems to be an observed problem in contemporary western societies which can result in a deficit of teachers, it is important to research reasons for enrolment into faculties of teacher education, factors which create a resistance towards the teacher education and teaching profession and possible differences between pre-service subject and pre-service class teachers related to these issues. Thus, the purpose of this research was to examine the differences in social background (level of human, financial, and social capital), motivation for selection of program of study and the experience of studying in higher education between pre-service class teachers and pre-service subject teachers. Theoretical background of research was based on Coleman’s theory of social mobility (1988) and the theory of motivation (Watt & Richardson, 2007). A quantitative research design was employed, and the survey was conducted. Sample comprised 455 pre-service (subject and class) teachers studying at the University of Zagreb, Croatia. The results of Welch ANOVA test showed that pre-service subject teachers possess a higher level of financial and human capital, more often are extrinsically motivated in choosing the program of study and have more positive experiences of studying than pre-service class teachers. The results of logistic binary regression showed that participants are more likely to select the subject teaching profession (instead of class teaching profession) if they take into consideration status and financial benefit of their future occupation more frequently, if, on average, they spend more money and if they have more family members who held university degrees. Findings led to the conclusion that programs of study for the education of subject teachers are more prestigious which is not in line with the Coleman’s theory of social mobility (1988) but are closer to the theory of cultural reproduction (Bourdieu, 1986).

URLhttp://oaji.net/articles/2017/457-1540320405.pdf
Refereed DesignationRefereed
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