International Portal of Teacher Education
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Search results for: Richter Eric
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The authors developed a new survey instrument to investigate teacher educators’ motives for entering the profession and examined the associations between motives and job satisfaction and emotional exhaustion in both teachers and teacher educators.
Using data from 145 teacher educators instructing in-service teachers, they identified four motives: career aspirations, social contribution, escaping routines, and coincidence.
While escaping routines represents a ‘push’ factor associated with emotional exhaustion in teachers, career aspirations represent a ‘pull’ factor associated with job satisfaction in teacher educators.
The instrument can be used as a self-assessment tool for the recruitment of teacher educators.
Published: 2021
Updated: Oct. 20, 2021
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The authors assessed teacher educators’ task perception and investigated its relationship with components of their professional identity and their teaching practice.
Using data from 145 teacher educators, two different task perceptions were found: transmitters and facilitators.
Teacher educators who were categorized as facilitator tend to demonstrate higher levels of self-efficacy, job satisfaction, constructivist beliefs about teaching and learning and use more effective teaching strategies.
The findings demonstrate that teaching practices of teacher educators are rooted in their professional identity.
Published: 2021
Updated: Sep. 03, 2021