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Teacher education and career cycle: Educational level and pathways effects in Serbia and Greece

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2018
294.pdf (319.3Kb)
Authors
Marušić-Jablanović, Milica
Pejatović, Aleksandra
Stemberger, Tina
Article (Published version)
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Abstract
Given the importance of teachers' work and effectiveness, the authors have chosen to study how the teachers' education determines their vocational behavior in terms of enthusiasm and growing and career frustration in Serbia and Greece. They examined the significance of education level and education pathway in mutual interaction and in interaction with intrinsic motivation of career choice. The study used survey methodology. The questionnaire was administered to a convenience sample of 213 secondary school teachers. The results indicate that career characteristics do not differ with respect to the level of formal education and the authors conclude that transit to the world of work can be made after the bachelor level, when the bachelor program includes adequate pedagogical preparation. The effect of education pathway interaction with intrinsic motivation was significant in the sample of Greek teachers. Teachers, who had undergone more thorough preparation for teaching, have developed th...eir job attitudes independently from their career choice motivations. The lesser significance of initial motivation for teaching is interpreted as a possibility to compensate for lower levels of motivation by developing teaching competences, i.e. facilitating self-efficacy through teacher training. No evidence of teacher preparation effects was found in the Serbian sample, indicating that teachers educated according to the old system pathways cannot be expected to achieve different job attitude.

Keywords:
teacher education / enthusiastic and growing stage / career frustration stage / Serbia / and Greece / comparative study
Source:
Zbornik Instituta za pedagoška istraživanja, 2018, 50, 2, 189-208
Publisher:
  • Institut za pedagoška istraživanja, Beograd
Funding / projects:
  • Improving the quality and accessibility of education in modernization processes in Serbia (RS-47008)
  • From encouraging initiative, cooperation and creativity in education to new roles and identities in society (RS-179034)

DOI: 10.2298/ZIPI1802189M

ISSN: 0579-6431

WoS: 000457201200001

Scopus: 2-s2.0-85070026372
[ Google Scholar ]
URI
http://ipir.ipisr.org.rs/handle/123456789/297
Collections
  • Zbornik Instituta za pedagoška istraživanja
  • Radovi istraživača / Researchers’ publications
Institution/Community
IPI
TY  - JOUR
AU  - Marušić-Jablanović, Milica
AU  - Pejatović, Aleksandra
AU  - Stemberger, Tina
PY  - 2018
UR  - http://ipir.ipisr.org.rs/handle/123456789/297
AB  - Given the importance of teachers' work and effectiveness, the authors have chosen to study how the teachers' education determines their vocational behavior in terms of enthusiasm and growing and career frustration in Serbia and Greece. They examined the significance of education level and education pathway in mutual interaction and in interaction with intrinsic motivation of career choice. The study used survey methodology. The questionnaire was administered to a convenience sample of 213 secondary school teachers. The results indicate that career characteristics do not differ with respect to the level of formal education and the authors conclude that transit to the world of work can be made after the bachelor level, when the bachelor program includes adequate pedagogical preparation. The effect of education pathway interaction with intrinsic motivation was significant in the sample of Greek teachers. Teachers, who had undergone more thorough preparation for teaching, have developed their job attitudes independently from their career choice motivations. The lesser significance of initial motivation for teaching is interpreted as a possibility to compensate for lower levels of motivation by developing teaching competences, i.e. facilitating self-efficacy through teacher training. No evidence of teacher preparation effects was found in the Serbian sample, indicating that teachers educated according to the old system pathways cannot be expected to achieve different job attitude.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Teacher education and career cycle: Educational level and pathways effects in Serbia and Greece
EP  - 208
IS  - 2
SP  - 189
VL  - 50
DO  - 10.2298/ZIPI1802189M
UR  - conv_688
ER  - 
@article{
author = "Marušić-Jablanović, Milica and Pejatović, Aleksandra and Stemberger, Tina",
year = "2018",
abstract = "Given the importance of teachers' work and effectiveness, the authors have chosen to study how the teachers' education determines their vocational behavior in terms of enthusiasm and growing and career frustration in Serbia and Greece. They examined the significance of education level and education pathway in mutual interaction and in interaction with intrinsic motivation of career choice. The study used survey methodology. The questionnaire was administered to a convenience sample of 213 secondary school teachers. The results indicate that career characteristics do not differ with respect to the level of formal education and the authors conclude that transit to the world of work can be made after the bachelor level, when the bachelor program includes adequate pedagogical preparation. The effect of education pathway interaction with intrinsic motivation was significant in the sample of Greek teachers. Teachers, who had undergone more thorough preparation for teaching, have developed their job attitudes independently from their career choice motivations. The lesser significance of initial motivation for teaching is interpreted as a possibility to compensate for lower levels of motivation by developing teaching competences, i.e. facilitating self-efficacy through teacher training. No evidence of teacher preparation effects was found in the Serbian sample, indicating that teachers educated according to the old system pathways cannot be expected to achieve different job attitude.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Teacher education and career cycle: Educational level and pathways effects in Serbia and Greece",
pages = "208-189",
number = "2",
volume = "50",
doi = "10.2298/ZIPI1802189M",
url = "conv_688"
}
Marušić-Jablanović, M., Pejatović, A.,& Stemberger, T.. (2018). Teacher education and career cycle: Educational level and pathways effects in Serbia and Greece. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 50(2), 189-208.
https://doi.org/10.2298/ZIPI1802189M
conv_688
Marušić-Jablanović M, Pejatović A, Stemberger T. Teacher education and career cycle: Educational level and pathways effects in Serbia and Greece. in Zbornik Instituta za pedagoška istraživanja. 2018;50(2):189-208.
doi:10.2298/ZIPI1802189M
conv_688 .
Marušić-Jablanović, Milica, Pejatović, Aleksandra, Stemberger, Tina, "Teacher education and career cycle: Educational level and pathways effects in Serbia and Greece" in Zbornik Instituta za pedagoška istraživanja, 50, no. 2 (2018):189-208,
https://doi.org/10.2298/ZIPI1802189M .,
conv_688 .

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