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dc.creatorMarušić-Jablanović, Milica
dc.creatorPejatović, Aleksandra
dc.creatorStemberger, Tina
dc.date.accessioned2021-03-17T13:39:20Z
dc.date.available2021-03-17T13:39:20Z
dc.date.issued2018
dc.identifier.issn0579-6431
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/297
dc.description.abstractGiven 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.en
dc.publisherInstitut za pedagoška istraživanja, Beograd
dc.relationinfo:eu-repo/grantAgreement/MESTD/Integrated and Interdisciplinary Research (IIR or III)/47008/RS//
dc.relationinfo:eu-repo/grantAgreement/MESTD/Basic Research (BR or ON)/179034/RS//
dc.rightsopenAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourceZbornik Instituta za pedagoška istraživanja
dc.subjectteacher educationen
dc.subjectenthusiastic and growing stageen
dc.subjectcareer frustration stageen
dc.subjectSerbiaen
dc.subjectand Greeceen
dc.subjectcomparative studyen
dc.titleTeacher education and career cycle: Educational level and pathways effects in Serbia and Greeceen
dc.typearticle
dc.rights.licenseBY-NC-ND
dc.citation.epage208
dc.citation.issue2
dc.citation.other50(2): 189-208
dc.citation.rankM24
dc.citation.spage189
dc.citation.volume50
dc.identifier.doi10.2298/ZIPI1802189M
dc.identifier.fulltexthttp://ipir.ipisr.org.rs/bitstream/id/162/294.pdf
dc.identifier.rcubconv_688
dc.identifier.scopus2-s2.0-85070026372
dc.identifier.wos000457201200001
dc.type.versionpublishedVersion


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