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A tanári pályaújraorientáció motivációs mintázatai a posztpandémiás szakmai tanárképzésben - egy kvalitatív modell bemutatása
153-176Views:10Teacher career choice has become a prominent field of research in educational sciences over the past decade, with increasing attention to motivations related to adult career change. This study examines the choice of the teaching profession from a life-course and reflexive perspective, employing the FIT-Choice model developed by Watt and Richardson (2007) exclusively as a deductive reference framework, while remaining open to the contextual specificities of Hungarian vocational teacher education. The empirical basis of the research consists of N = 187 motivation letters submitted by applicants to the engineering teacher and economics teacher education programmes at the Budapest University of Technology and Economics. The texts were analysed using qualitative methods with the support of Atlas.ti software, applying a combined deductive–inductive coding strategy. The analysis identified six major motivational dimensions, which partially correspond to the theoretical categories of the FIT-Choice model, while also revealing novel, context-specific motives embedded in the Hungarian higher education and societal environment. These findings contribute to a more nuanced understanding of contemporary interpretations of the teaching profession within an increasingly unstable social context.
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Szakmai tanárképzés a Debreceni Egyetemen: egy kutatás tapasztalatai − A szakválasztás háttere, okok, indítékok és outputok
122-152Views:15In our study, we examine the characteristics of professional teacher training programs at the University of Debrecen, the career motivations, training experiences, and future plans of graduates and current students, with the aim of better understanding the motivations for participating in professional teacher training, the experiences of participants, and their attitudes toward a career in professional teaching. We used an online questionnaire for data collection, which was based on a measurement tool from previous research by Barbara Máté Szabó and Edina Márkus. We modified a few points in the basic questionnaire and also included the FIT-Choice scale to measure career choice motives. The vast majority of respondents obtained their degree(s) at the University of Debrecen. According to our results, respondents chose their career path based on internal motivation, interest in the profession, and commitment, rather than external pressure or as a last resort. Our results partially confirm previous analyses conducted on Hungarian samples, namely that intrinsic motivations are decisive in choosing a teaching career.