Motivacija za učiteljski poklic, pričakovanja in zavezanost bodočih učiteljev
DOI:
https://doi.org/10.55707/ds-po.v40i1.164Ključne besede:
motivacija za učiteljski poklic, altruistični motivi, intrinzični motivi, zavezanost učiteljskemu poklicuPovzetek
V članku predstavljamo razloge za izbiro učiteljskega poklica, pričakovanja glede poklica in zavezanost poklicu med študenti magistrskih pedagoških programov in udeleženci pedagoško-andragoškega izobraževanja (PAI). V raziskavi je sodelovalo 270 udeležencev. Rezultati kažejo, da so udeležence pri njihovi odločitvi za učiteljski poklic vodili predvsem altruistični in intrinzični razlogi, medtem ko so bili ekstrinzični razlogi manj pomembni. Udeleženci so pokazali visoko zavezanost učiteljskemu poklicu in optimistična pričakovanja glede dela z učenci in zadovoljstva s poklicem. Skupini sta se razlikovali le v zavezanosti poklicu in optimističnosti pričakovanj glede dela z učenci, ki sta bili višji pri udeležencih PAI. Rezultati raziskave kažejo na pomembnost notranje motivacije za izbiro učiteljskega poklica in potrebo po vključevanju praktičnih izkušenj v izobraževalni proces, saj te pozitivno vplivajo na motivacijo in zavezanost poklicu. Rezultati so skladni s predhodnimi raziskavami, ki kažejo, da so bodoči učitelji motivirani predvsem zaradi notranjih in altruističnih razlogov ter izkazujejo visoko raven zavezanosti poklicu.
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