#10962. Who Chooses Teacher Education and Why? Evidence From Germany

September 2026publication date
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Journal’s subject area:
Education;
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Abstract:
Empirically rigorous research on teacher education entry is extremely limited. Evidence on who enters teacher education and why is crucial for identifying undesired gaps in entry and can assist with teacher recruitment. Grounded in prior research, we identified four primary groups of relevant individual-level variables: student/family background, achievement/abilities, personality, and motivation. We empirically tested this conceptual model using rich data from a national cohort of ninth-graders followed to college/university and their parents.
Keywords:
international education/studies; parents and families; teacher characteristics; teacher education/development

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