The effectiveness of self-selection in prospective teachers. A look at egalitarian values and motivations

Abstract

Egalitarian values and a high motivation to avoid prejudiced behavior (MAPB) are substantial prerequisites for ongoing culturally sensitive and socially just teaching in diverse classes. Although several studies suggest that students choose their field of study in agreement with endorsed values and attitudes, little is known about the value priorities and egalitarian motivational orientations of prospective teachers. In this research, we compared the egalitarian values and MAPB of prospective teachers, prospective social workers, and economics students at the beginning of higher education. Using data from 402 students, we found that most prospective teachers endorse egalitarian values and MAPB, indicating that self-selection works effectively. However, a subsample of prospective teachers rejected egalitarian values, and were hardly motivated to avoid prejudiced behavior and thus, were poorly suited for teacher education. We suggest using career counseling and public relations activities to intensify self-selection processes for prospective teachers.