Attitudes and Motives for Choosing to Become a Teacher: a Comparative Analysis of Self-assessments of Female Aspirant Early Years Teachers in Polish, Slovak and Czech Universities

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15410%2F23%3A73619983" target="_blank" >RIV/61989592:15410/23:73619983 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/03004279.2023.2182163?scroll=top&needAccess=true" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/03004279.2023.2182163?scroll=top&needAccess=true</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/03004279.2023.2182163" target="_blank" >10.1080/03004279.2023.2182163</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Attitudes and Motives for Choosing to Become a Teacher: a Comparative Analysis of Self-assessments of Female Aspirant Early Years Teachers in Polish, Slovak and Czech Universities

Popis výsledku v původním jazyce

In recent years a number of European countries have been seeking to both improve and harmonise the quality of Higher Education provision, including in the area of Teacher Education. In light of these developments, the research reported in this article addresses the motives of female students in Polish, Czech and Slovak universities in choosing to study early childhood education (early years) teaching and their self-assessment of their preparation for the teaching profession. A preliminary analysis of curricula in the field of early childhood education in the three countries involved in the study showed that most major subjects in all three countries appear to meet the same or similar standards and require similar levels of knowledge, skills, competences. Responses to the research tool indicated that the majority of the respondents made the choice of training to be an Early Years practitioner because of a positive commitment to the profession. The responses of the female students who responded to the survey varied in relation to the students’ self-assessment of their preparation for the profession of early childhood education teacher and differed by country, which will be a cause for academic discussion and further research to discover the determinants of the observed differences.

Název v anglickém jazyce

Attitudes and Motives for Choosing to Become a Teacher: a Comparative Analysis of Self-assessments of Female Aspirant Early Years Teachers in Polish, Slovak and Czech Universities

Popis výsledku anglicky

In recent years a number of European countries have been seeking to both improve and harmonise the quality of Higher Education provision, including in the area of Teacher Education. In light of these developments, the research reported in this article addresses the motives of female students in Polish, Czech and Slovak universities in choosing to study early childhood education (early years) teaching and their self-assessment of their preparation for the teaching profession. A preliminary analysis of curricula in the field of early childhood education in the three countries involved in the study showed that most major subjects in all three countries appear to meet the same or similar standards and require similar levels of knowledge, skills, competences. Responses to the research tool indicated that the majority of the respondents made the choice of training to be an Early Years practitioner because of a positive commitment to the profession. The responses of the female students who responded to the survey varied in relation to the students’ self-assessment of their preparation for the profession of early childhood education teacher and differed by country, which will be a cause for academic discussion and further research to discover the determinants of the observed differences.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

N - Vyzkumna aktivita podporovana z neverejnych zdroju

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Education 3-13

ISSN

0300-4279

e-ISSN

1475-7575

Svazek periodika

2023

Číslo periodika v rámci svazku

15.3.2023

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

15

Strana od-do

1-15

Kód UT WoS článku

000950151500001

EID výsledku v databázi Scopus

2-s2.0-85150687971