Abstract Book of the 9th World Conference on Teaching and Education
Year: 2025
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Motivations Of Future Spanish Teachers in A Consecutive Initial Training Model
Juan García-Rubio, Alicia Ros-Garrido, Diego García-Monteagudo, Estefanía López Requena
ABSTRACT:
This communication is the result of research exploring the initial motivations of Social Sciences students enrolled in the Master’s Degree in Secondary Education Teaching at the University of Valencia (Spain). A key finding of this study is that future secondary school teachers follow a sequential model of initial teacher training, unlike in most European Union countries. Currently, the pedagogical training required to become a secondary school teacher lasts one year, following the completion of a Bachelor’s Degree in a specific specialization. The study analyzes the results obtained through a questionnaire completed by Master’s students at the beginning of the 2022-23, 2023-24, and 2024-25 academic years. The sample includes 114 students and employs an inductive qualitative methodology. The results indicate that vocational motivations (the desire to become a teacher and pursue training) are far more important than pragmatic or professional motivations (job prospects or working conditions). One of the main conclusions is that subject matter knowledge is a key factor in intrinsic teacher motivation, surpassing pedagogical content knowledge. Students enrolled in the Master’s Degree in Secondary Education Teaching with a specialization in Social Sciences demonstrate a high level of motivation for pedagogical content knowledge.
Keywords: Initial Teacher Education; Secondary Education; Motivation, Students; Social Sciences