Abstract
In our study we present our survey conducted among first-year teacher candidates of Sapientia Hungarian University of Transylvania, which we completed in the 2020–21 and 2021–22 academic years. The goal of our study was to assess the extent to which it is important for undergraduate engineering students, who enroll in teacher training education at the beginning of their higher education, to pursue a teaching profession after completing their studies, and how attractive the teaching profession is to them. We examined whether there is a correlation between the teaching career image, the students’ own pedagogical potential (teacher self-image) and the teaching intention, as well as what the qualities of a good teacher are according to the students. We hypothesized that the image of a teaching career is related to the intent to teach, i.e., if a teaching career is attractive to students, they would prefer to teach after graduation. Similarly, we hypothesized that if a student’s teacher self-image was positive, they would prefer to teach after completing their studies.
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Horváth, ZI., Szentes, E., Harangus, K. (2023). The Relationships Between Career Image and Teaching Intention Among First-Year Engineering Teacher Training Students. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds) Learning in the Age of Digital and Green Transition. ICL 2022. Lecture Notes in Networks and Systems, vol 634. Springer, Cham. https://doi.org/10.1007/978-3-031-26190-9_57
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