ABSTRACT

The objective of this research was to analyse the relationship between the perception of the teacher educators’ instructional style and the intention to choose teaching as a career, as reported by pre-service teachers. A longitudinal panel study was designed based on Self-Determination Theory. The participants were 429 pre-service teachers. The results that emerged from the path analysis revealed a positive relationship between the perceived democratic style of the teacher educators, needs satisfaction, self-determined motivation and teaching self-efficacy, as perceived by the pre-service teachers, and their intention to choose teaching as a career. By contrast, the perceived autocratic style of the teacher educators was positively related to needs frustration; and the needs frustration was negatively related to teaching self-efficacy. The conclusions suggest that the teacher educators’ instructional style, as perceived by pre-service teachers during their initial teacher education programme, can be a determining factor in developing the intention to choose teaching as a future career.

摘要

本研究的目的是分析职前教师报告的对教师教育者教学风格的看法与选择教学作为职业的意图之间的关系。基于自决理论设计了一项纵向小组研究。参加者为429名职前教师。路径分析的结果表明，职前教师感知的教师教育者的民主风格、需求满意度、自主动机和教学自我效能感与他们选择教学的意愿之间存在正相关关系。作为职业。相比之下，教师教育者的专制风格与需求挫折呈正相关；需求挫折与教学自我效能感呈负相关。