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 German ninth-graders followed to college/university and their parents. Our study is the first to predict eventual teacher education entry early in secondary school. Although those students who eventually entered teacher education were significantly different from their counterparts across most variables, fewer were conditionally predictive. Social interests, desired working conditions, desire to have children, and students’ parents were particularly influential. Implications for research and teacher recruitment are discussed.

在经验上对教师教育入学的严格研究非常有限。关于谁参加教师教育以及为什么入学的证据对于确定不希望的入学差距至关重要，并且可以帮助教师招聘。在先前研究的基础上，我们确定了与个人水平相关的变量的四个主要组：学生/家庭背景，成就/能力，性格和动机。我们使用来自德国九年级学生的国家队列，大学/大学及其父母的丰富数据，以实证方法对这种概念模型进行了测试。我们的研究是第一个预测中学早期教师入学率的方法。尽管最终进入教师教育阶段的那些学生在大多数变量上都与他们的同龄人明显不同，但有条件的预测却很少。社会利益 理想的工作条件，生孩子的愿望以及学生父母的影响力特别大。讨论了对研究和教师招聘的影响。