@article{5702055,
  abstract     = {{In an era of recurring teacher shortages, Flanders struggles with a considerable proportion of teacher education graduates who do not enter the teaching profession. This study identifies the predictors of teacher education graduates' choice on job entry (teaching profession or not). A prospective research design with two data collection phases is adopted. Student teachers (subsequently graduates) (N = 217) of integrated teacher training for secondary education were surveyed shortly before as well as shortly after graduation. Results of chi-squared and t-tests indicate that gender, initial motivation for teaching, mentor support, teacher education preparation, teacher efficacy, learner-oriented beliefs, performance in teacher education, and employment opportunities show differences (at 1% level) between graduates who entered and those who did not enter the teaching profession. Results of the subsequent logistic regression validate the importance of teacher education (i.e. mentor support) - beside initial motivation and labour market factors - to explain graduates' decision on job entry.}},
  author       = {{Rots, Isabel and Aelterman, Antonia and Devos, Geert}},
  issn         = {{0261-9768}},
  journal      = {{EUROPEAN JOURNAL OF TEACHER EDUCATION}},
  keywords     = {{BELIEFS,BEGINNING TEACHERS,RETENTION,COMMITMENT,EFFICACY,MODEL,PERCEPTIONS,MOTIVATIONS,EXPERIENCES,CANDIDATES,pre-service teacher education,teaching profession,mentors}},
  language     = {{eng}},
  number       = {{3}},
  pages        = {{279--294}},
  title        = {{Teacher education graduates' choice (not) to enter the teaching profession: does teacher education matter?}},
  url          = {{http://doi.org/10.1080/02619768.2013.845164}},
  volume       = {{37}},
  year         = {{2014}},
}

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