Motywy wyboru nauczycielskich studiów geograficznych – uwarunkowania i typologia motywów

Abstract

In the last years we observe changes occurring in the approach to teachers’ training. Unfortunately, they most often have the administrative character, resulting among others from the accepted three-stage model of study, teacher training standards and the National Qualification Framework. Simultaneously, the demand for graduates of teaching studies decreases from the side of education. The aim of research review was to determine motives of teaching training choice by current students of geography. Investigations were carried out among students of teaching studies of the first degree (Bachelor) and the second degree (MSc) in the Pedagogical University in Cracow, University of Silesia in Sosnowiec and Nicolaus Copernicus University in Torun. In these higher education schools are realized different models of training of geography teaching, what allowed to obtain representative results for the motives of choice of teaching training. The study was conducted by means of questionnaire method. The research group consisted of 914 persons including 507 second-year undergraduate students and 471 postgraduates (Master’s degree). The attempt to diagnose the circumstances of this choice and typology of motives was distinguished. Teacher training studies choose mostly women and students living in village. The most frequently motives of teaching studies were those of internal group like: interest for pedagogical work, interest to work with children and possibility of permanent training. At the same time, revealed to a greater impact factors of the external group of a structural nature: privilege of professional, additional qualifications and free course. There has been observed differences in referenced motives in relation to the gender and universities.