Motivations to Become Vocational Education and Training Educators: A Person-Oriented Approach

详细信息    查看全文

• 作者：Jean-Louis Berger (1)
  Yannick D’Ascoli (1)
  
• 关键词：VET educators ; Motivation to become VET educator ; Beliefs about VET educators ; Pedagogical beliefs ; Swiss VET
• 刊名：Vocations and Learning
• 出版年：2012
• 出版时间：October 2012
• 年：2012
• 卷：5
• 期：3
• 页码：225-249
• 全文大小：309KB
• 参考文献：1. Achtenhagen, F., & Grubb, W. N. (2001). Vocational and occupational education: Pedagogical complexity, institutional diversity. In V. Richardson (Ed.), / Handbook of research on teaching (pp. 604-39). Washington: American Educational Research Association.
  2. Berger, J.-L., & D’Ascoli, Y. (2011). Les motivations à devenir enseignant. Revue de la question chez les enseignants de première et deuxième carrière [Motivations to become a teacher. Synthesis of research in first- and second-career teachers]. Revue fran?aise de pédagogie, / 175, 113-146.
  3. Berger, J.-L., & D’Ascoli, Y. (2012). Becoming VET teacher: Investigating the determinants of career choice and their relation to perceptions about prior occupation. Manuscript submitted for publication.
  4. Bergman, L. R. (2001). A person approach in research on adolescence: Some methodological challenges. / Journal of Adolescence Research, 16(1), 28-3. doi:10.1177/0743558401161004DOI:dx.doi.org . CrossRef
  5. Bergman, L. R., & Andersson, H. (2010). The person and the variable in developmental psychology. / Zeitschrift für Psychologie/Journal of Psychology, 218(3), 155-65. doi:10.1027/0044-3409/a000025DOI:dx.doi.org . CrossRef
  6. Brown, T. A. (2006). / Confirmatory factor analysis for applied researcher. New York: Guilford Press.
  7. Bruinsma, M., & Jansen, E. P. W. A. (2010). Is the motivation to become a teacher related to pre-service teachers-intentions to remain in the profession? / European Journal of Teacher Education, 33(2), 185-00. doi:10.1080/02619760903512927DOI:dx.doi.org . CrossRef
  8. Butler, R., & Shibaz, L. (2008). Achievement goals for teaching as predictors of students-perceptions of instructional practices and students-help seeking and cheating. / Learning and Instruction, 18, 453-67. doi:10.1016/j.learninstruc.2008.06.004DOI:dx.doi.org . CrossRef
  9. Caprara, G. V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers-job satisfaction. / Journal of Educational Psychology, 95(4), 821-32. doi:10.1037/0022-0663.95.4.821DOI:dx.doi.org . CrossRef
  10. Ciani, K. D., Summers, J. J., & Easter, M. A. (2008). A “top-down-analysis of high school teacher motivation. / Contemporary Educational Psychology, 33, 533-60. CrossRef
  11. Cohen, J. (1988). / Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale: Erlbaum.
  12. Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). / Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Mahwah: Erlbaum.
  13. Deci, E. L., & Ryan, R. M. (1985). / Intrinsic motivation and self-determination in human behavior. New York: Plenum Publishing.
  14. Dubs, R. (2006). / An appraisal of the Swiss vocational education and training system. Bern: HEP Verlag.
  15. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., et al. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), / Achievement and achievement motives. Psychological and sociological approaches (pp. 75-46). San Francisco: W.H. Freeman.
  16. Centre Suisse de coordination pour la Recherche en Education (2010). / L'éducation en Suisse: rapport 2010 [Education in Switzerland: Report 2010]. Aarau, Switzerland: Schweizerische Koordinationsstelle für Bildungsforschung/Centre Suisse de coordination pour la Recherche en Education.
  17. European Center for the Development of Vocational Training. (2004). / PROFF - Professionalisation of VET teachers for the future. Luxembourg: Office for official publications of the European communities.
  18. EURYDICE. (2004). / The teaching profession in Europe: Profile, trends and concerns. Report IV: Keeping teaching attractive for the 21st century. General lower secondary education. Brussels: EURYDICE.
  19. EURYDICE. (2009). / Key data on education in Europe 2009. Brussels: EURYDICE.
  20. Everitt, B. S., Landau, S., & Leese, M. (2001). / Cluster analysis (4th ed.). London: Arnold.
  21. Fischer, R. (2004). Standardization to account for cross-cultural response bias: A classification of score adjustment procedures and review of research in JCCP. / Journal of Cross-Cultural Psychology, 35(3), 263-82. doi:10.1177/0022022104264122DOI:dx.doi.org . CrossRef
  22. Fokkens-Bruinsma, M., & Canrinus, E. T. (2012). Adaptive and maladaptive motives for becoming a teacher. Journal of Education for Teaching: / International Research and Pedagogy, 38(1), 3-9. doi:10.1080/02607476.2012.643652
  23. Grollmann, P. (2008). The quality of vocational teachers: Teacher education, institutional roles and professional reality. / European Educational Research Journal, 7(4), 535-47. doi:10.2304/eerj.2008.7.4.535 . CrossRef
  24. Grollmann, P., & Rauner, F. (2007). TVET teachers: an endangered species or professional innovation agents. In P. Grollmann & F. Rauner (Eds.), / International perspectives on teachers and lecturers in technical and vocational education (pp. 1-6). Dordrecht: Springer. CrossRef
  25. Huberman, M. (1989/1993). / The lives of teachers. New York: Teachers College Press.
  26. Klassen, R. M., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., Wong, I. Y. F., & Georgiou, T. (2009). Exploring the validity of a teachers-self-efficacy scale in five countries. / Contemporary Educational Psychology, 34(1), 67-6. doi:10.1016/j.cedpsych.2008.08.001 . CrossRef
  27. Kunter, M., Tsai, Y.-M., Klusmann, U., Brunner, M., Krauss, S., & Baumert, J. (2008). Students-and mathematics teachers-perception of teacher enthusiasm and instruction. / Learning and Instruction, 18(5), 468-82. doi:10.1016/j.learninstruc.2008.06.008 . CrossRef
  28. Kunter, M., Frenzel, A., Nagy, G., Baumert, J., & Pekrun, R., (2011). Teacher Enthusiasm: Dimensionality and context specificity. / Contemporary Educational Psychology ,36(4), 289-01. doi:10.1016/j.cedpsych.2011.07.001
  29. Lassnig, L. (2001). Steering, networking, and profiles of professionals in vocational education and training (VET). In P. Descy & M. Tessaring (Eds.), / Training in Europe. Second report on vocational training research in Europe 2000: background report (Vol. 1) (pp. 11-1). Luxembourg: Office for official publications of the European communities.
  30. Lauermann, F. & Karabenick, S.A. (2011). / Motivation to become a teacher, teacher responsibility, and implications for mastery and performance approaches to instruction. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
  31. Lent, R. W., & Hackett, G. (1987). Career self-efficacy: Empirical status and future direction. / Journal of Vocational Behavior, 30(3), 347-82. doi:10.1016/0001-8791(87)90010-8 . CrossRef
  32. Maroy, C. (2008). Perte d'attractivité du métier et malaise enseignant. Le cas de la Belgique. [Loss of occupation attractiveness and discontent in teachers. The case of Belgium.]. / Recherche et Formation, 57, 23-8.
  33. Müller, K., Alliata, R., & Benninghoff, F. (2009). Attracting and retaining teachers: A question of motivation. / Educational Management Administration & Leadership, 37(5), 574-99. doi:10.1177/1741143209339651 . CrossRef
  34. Nie, Y., & Lau, S. (2010). Differential relations of constructivist and didactic instruction to students-cognition, motivation, and achievement. / Learning and Instruction, 20(5), 411-23. doi:10.1016/j.learninstruc.2009.04.002 . CrossRef
  35. Niemivirta, M. (2002). Individual differences and developmental trends in motivation: Integrating person-centered and variable-centered methods. In P. R. Pintrich & M. L. Maehr (Eds.), / Advances in motivation and achievement (Vol. 12, pp. 241-75). Amsterdam: JAI Press.
  36. Organisation for Economic Co-operation and Development. (2005). / Attracting, Developing and Retaining Effective Teachers. Paris: OECD.
  37. Organisation for Economic Co-operation and Development. (2009a). / Learning for jobs. OECD reviews of vocational education and training. Switzerland. Paris: OECD.
  38. Organisation for Economic Co-operation and Development. (2009b). / Creating effective teaching and learning environments: First results from TALIS. Paris: OECD.
  39. Patrick, H., & Pintrich, P. R. (2001). Conceptual change in teachers-intuitive conceptions of learning, motivation, and instruction: The role of motivational and epistemological beliefs. In B. Torff & R. J. Sternberg (Eds.), / Understanding and teaching the intuitive mind: Student and teacher learning (pp. 117-43). Mahwah: Erlbaum.
  40. Retelsdorf, J., & Günther, C. (2011). Achievement goals for teaching and teachers-reference norms: Relations with instructional practices. / Teaching and Teacher Education, 27(7), 111-119. doi:10.1016/j.tate.2011.05.007 . CrossRef
  41. Richardson, P. W., & Watt, H. M. G. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. / Asia-Pacific Journal of Teacher Education, 34(1), 27-6. doi:10.1080/13598660500480290 . CrossRef
  42. Richardson, P. W., & Watt, H. M. G. (2010). Current and future directions in teacher motivation research. In T. C. Urdan & S. A. Karabenick (Eds.), / The decade ahead: Applications and contexts of motivation and achievement (Advances in motivation and achievement, Vol. 16B) (pp. 139-73). Bingley: Emerald. CrossRef
  43. Rots, I., Aelterman, A., Devos, G., & Vlerick, P. (2010). Teacher education and the choice to enter the teaching profession: A prospective study. / Teaching and Teacher Education, 26(8), 1619-629. doi:10.1016/j.tate.2010.06.013 . CrossRef
  44. Schraw, G., & Olafson, L. (2002). Teachers-epistemological world views and educational practices. / Issues in Education: Contributions from Educational Psychology, 8(2), 99-48. doi:10.1891/194589503787383109 .
  45. Swiss Federal Statistics Office. (2010). / Education statistics 2009. Neuchatel: FSO.
  46. Tourangeau, R., Rips, L. J., & Rasinski, K. A. (2000). / The psychology of survey response. New York: Cambridge University Press. CrossRef
  47. Vermunt, J., & Endedijk, M. D. (2011). Patterns of teacher learning in different phases of the professional career. / Learning and Individual Differences, 21, 294-02. doi:10.1016/j.lindif.2010.11.019 . CrossRef
  48. von Eye, A., & Spiel, C. (2010). Conducting person-oriented research. / Zeitschrift für Psychologie/Journal of Psychology, 218(3), 151-54. doi:10.1027/0044-3409/a000024 .
  49. Vroom, V. H. (1964/1995). / Work and motivation. San Fransisco: Jossey-Bass.
  50. Watt, H. M. G., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice scale. / The Journal of Experimental Education, 75(3), 167-02. doi:10.3200/jexe.75.3.167-202 . CrossRef
  51. Watt, H. M. G., & Richardson, P. W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. / Learning and Instruction, 18(5), 408-28. doi:10.1016/j.learninstruc.2008.06.002 . CrossRef
  52. Woolfolk Hoy, A. E., Hoy, W. K., & Davis, H. A. (2009). Teachers-self-efficacy beliefs. In K. R. Wentzel & A. Wigfield (Eds.), / Handbook of motivation at school (pp. 627-53). New York: Routledge.
  53. Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers-sense of efficacy and beliefs about control. / Journal of Educational Psychology, 82(1), 81-1. doi:10.1037//0022-0663.82.1.81 . CrossRef
  54. Zhang, T., Ramakrishnon, R., & Livny, M. (1996). BIRCH: Method for very large databases. In / Proceedings of the ACM. Management of Data (pp. 103-14). Montreal, Canada.
  
• 作者单位：Jean-Louis Berger (1)
  Yannick D’Ascoli (1)
  
  1. Swiss Federal Institute for Vocational Education and Training, Avenue de Longemalle 1, 1020, Renens, Switzerland
  

文摘

Given the scarcity of educators in Swiss vocational education and training (VET) and the lack of scientific knowledge about these individuals, the aim of the present study was to investigate motivations to become VET educators. In order to focus on individuals instead of variables, a typological approach was adopted and motivational profiles were built. The Factors Influencing Teaching choice framework was adapted to the context of the study and used to investigate multiple motivations, beliefs about the occupation, and pedagogical beliefs in a sample of 605 teachers and trainers from the German speaking and French speaking parts of Switzerland. Five profiles of motivation were extracted from the data, pointing to heterogeneity in the sample. Differences in socio-demographics, antecedent socialization, beliefs about the occupation, and satisfaction with career choice were found. On this basis, the authors suggest guidelines about how to advertise and attract individuals to become VET educators. Notably, the values to emphasize in order to make the occupation attractive have to be adapted to the linguistic region and the type of educators targeted.