Studiengänge und Standorte

Stisser, Anna; Horn, Klaus‐Peter; Züchner, Ivo; Ruberg, Christiane; Wigger, Lothar

doi:10.2307/j.ctvddzwgx.5

Cited by 7 publications

(1 citation statement)

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“…Furthermore, a public debate on the importance of early childhood education (Mischo and Fröhlich-Gildhoff, 2011; Thole, 2010), per se, and on the training in this field was launched, basically demanding a more academic qualification path (Rauschenbach and Schilling, 2013). As a consequence, academic university programs have been established at some universities (Stisser et al, 2012). Nevertheless, a broad academic orientation in early childhood education is only developing slowly, and the academic tradition still is young.…”

Section: Early Childhood Education: Professional Images and Career Chmentioning

confidence: 99%

Career choice motives of early childhood educators: A cross-country comparison of four European countries

Weiß

Syring

Keller-Schneider

et al. 2018

Research in Comparative and International Education

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The present study compares career choice motives of future early childhood educators studying for a tertiary qualification. Suitable analyses of this kind are still missing. Diverging training systems, traditions and professional images in the different countries are related to certain motives. These motives are categorised according to a theory that is used as a theoretical framework. The study takes into account 468 student teachers from Germany, Sweden, Switzerland and Romania and is methodologically based on variance analyses. Overall, intrinsic motives were found to be of greater significance. This applies equally to all countries. Furthermore, addressee-related motives are more pronounced among Swiss and German prospective early childhood educators than among those from Sweden or Romania. On the contrary, extrinsic motives have a stronger presence among Romanian student teachers. Income and prestige, as the only exceptions, are important for students from Sweden and Switzerland. The results are discussed referring to country-specific working conditions and the current status of professionalisation processes existing in problem areas.

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Section: Early Childhood Education: Professional Images and Career Chmentioning

confidence: 99%