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A profile analysis on cognitive and motivational-affective teacher characteristics at the end of pre-service teacher education and long-term effects on teachers' occupational well-being
In: Teaching and Teacher Education,
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3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
The present study explores how multiple teacher characteristics (i.e., knowledge, beliefs, self-efficacy, and self-regulation) co-occur within 649 German teacher candidates at the end of pre-service teacher education and how these profiles are related to teachers' future occupational well-being. A latent profile analysis identified one highly knowledgeable and engaged profile, one profile with below average knowledge, and one profile with below average beliefs, motivation, and self-regulation. These profiles also differed in their emotional exhaustion and job satisfaction. Thefindings emphasize how teacher candidates differ qualitatively in their pattern of "starting competence" what may have consequences with regard to specific interventions.
Lehr und Lernqualität in Bildungseinrichtungen