Abstract
The article examines the relevance and research of the problem of choosing and staying in the teaching profession of young people through the prism of the place and role of students’ beliefs and notions. Based on an analyses of data from an empirical study conducted among 123 students from 16 pedagogical courses at Sofia University, conclusions were made regarding the relationships between stated motives and notions and believes on the one hand, and on the other, the possible role of them in rejection of the profession
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