Universität oder Pädagogische Hochschule? Persönlichkeitsmerkmale als Prädiktoren für Niveau-Entscheidungen im Lehramtsstudium

Eder, Ferdinand; Dämon, Konrad; Hörl, Gabriele

doi:10.1007/s35834-013-0051-y

Cited by 9 publications

(10 citation statements)

References 6 publications

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“…Klusmann (2013) and Retelsdorf and Möller (2012) observed that candidates preparing for teaching at primary and non-academic secondary schools had significantly poorer school leaving (Abitur) grades than other teacher education students. Analyzing Austrian teacher education students, Eder et al (2015) made a similar observation, finding that the probability of choosing a teaching career for upper secondary education increased the higher a person's cognitive and academic abilities were. Even though Spinath et al (2005) discovered that candidates for primary and upper secondary education had similar cognitive and academic profiles, this finding could not be confirmed by other studies.…”

Section: Cognitive and Academic Abilitiesmentioning

confidence: 80%

“…In the context of teacher education, Eder et al (2015) emphasized that all three trait complexes lead to a deeper understanding of the choice of different teaching degrees. However, for a long time, abilities, interests, and personality have been considered isolated and rarely as an integrated, explanatory part of the individual (Ackerman & Beier, 2003).…”

Section: Previous Findings On Teachers' Individual Characteristics and The Negative Selection Hypothesismentioning

confidence: 99%

“…Additionally, there exist concerns about whether enough high-quality teachers can be attracted in the field of science, technology, engineering, and mathematics (STEM; Roloff Henoch et al, 2015). International research suggested that the profession attracts people with rather unfavorable cognitive and psychological characteristics (negative selection hypothesis; Eder et al, 2015;Guarino et al, 2006;Zumwalt & Craig, 2008). This question was also examined in Germany.…”

Section: Previous Findings On Teachers' Individual Characteristics and The Negative Selection Hypothesismentioning

confidence: 99%

“…Comparing different groups of teacher education students, several studies found that candidates for upper secondary education had lower social, pedagogical interests than candidates for primary and lower secondary education, but higher investigative, subject-related interests (Eder et al, 2015;Neugebauer, 2013;Retelsdorf & Möller, 2012). Klusmann et al (2009), moreover, showed that candidates for primary and lower secondary education as well had stronger realistic interests.…”

Section: Interestsmentioning

confidence: 99%

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2021

JERO

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The beginning of 2021 brought a change in the executive editorship of the Journal for Educational Research Online (JERO). Nele McElvany and Cornelia Gräsel have passed on the baton and in the coming years the JERO will be managed from the IPN -Leibniz Institute for Science and Mathematics Education in Kiel. Admittedly, challenges also brought on by the pandemic made the transition somewhat bumpy and review times longer. This resulted in too many delays. While our guest editors Aileen Edele, Cornelia Kristen, Petra Stanat, and Gisela Will released their special issue in time, considerable delays had an influence on the processing of further manuscripts, for which I apologize. In the meantime, the workflow has improved, the backlog of manuscripts has been largely reduced, and we are able to publish Issue 2 before the end of 2021. I would like to acknowledge that the first paper in this issue was accepted by the previous executive editors (Jentsch, Doll, Stangen, Meyer, & Stangen, 2021). 1 The year 2021 has clearly demonstrated the attractiveness of the JERO. The number of manuscripts submitted in German and English is gratifyingly very high, clearly indicating that the JERO has established itself as an important international outlet for educational research. In Kiel, we intend to further develop the journal to achieve inclusion in the Web of Science as quickly as possible and thus also to obtain a Thomson Reuters impact factor. An increased number of English-language articles will help us to achieve this goal. We are aware that JERO accepts manuscripts in German and in English. However, the visibility and thus citation rate of papers from our disciplines depends strongly on their being not only available but also comprehensible to colleagues outside the German-speaking realm. We would therefore especially like to encourage submissions of English manuscripts in the future. This of course pertains to well-established colleagues as well as to doctoral students and post-docs, who submit their work as part of their formal scientific qualifications, but whose interest should also be to become internationally visible with their own research.

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Section: Cognitive and Academic Abilitiesmentioning

confidence: 80%

Section: Previous Findings On Teachers' Individual Characteristics and The Negative Selection Hypothesismentioning

confidence: 99%

Section: Previous Findings On Teachers' Individual Characteristics and The Negative Selection Hypothesismentioning

confidence: 99%

Section: Interestsmentioning

confidence: 99%

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2021

JERO

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“…Taking a more differentiated look at teacher education students, German and Austrian studies pointed out that candidates for primary and lower secondary education showed higher levels of extraversion than candidates for upper secondary education (Eder et al, 2015;Klusmann, 2013). Nevertheless, there exist studies that found no statistically significant differences within the group of teacher candidates (Roloff Henoch et al, 2015;Rothland, 2014).…”

Section: Personalitymentioning

confidence: 99%

Individual Characteristics of Teacher Education Students: Re-Examining the Negative Selection Hypothesis

Osada¹,

Schaeper²

2021

JERO

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Teachers’ individual characteristics, such as cognitive and academic abilities, interests, and personality, are considered relevant for their professional competencies, successful teaching, the development of students’ competencies, and student achievement. This study re-examined the idea that the teaching profession attracts people with rather unfavorable characteristics, differentiating teaching degrees and study majors. Using extensive data from the German National Educational Panel Study (NEPS; Starting Cohort First-Year Students; N = 8952) and multinomial logistic regression, the study investigated whether students’ individual characteristics influence the choice of (a) study programs (teacher education vs. other) and (b) teaching degrees (primary and special vs. lower secondary vs. upper secondary education/Gymnasium). The empirical results showed that individual characteristics predict the choice of study programs and teaching degrees and that it is crucial to take into account teacher education students’ heterogeneity when investigating teacher education and the teaching profession.

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