To teach or not to teach: Negative selection into the teaching profession in Uruguay |
| |
| Institution: | 1. Unit of Research Studies and Indicators, National Institute of Educational Evaluation, Uruguay;2. Department of Social Work and Social Pedagogy, Ghent University, Belgium;1. University of Toronto, 252 Bloor Street West, Toronto, ON, M5S 1V6, Canada;2. Universidad del Rosario, Cra. 6 A No. 12 C 13, Bogotá, Colombia;1. Pakistan Institute of Development Economics (PIDE), Islamabad, Pakistan;2. University of Southern Queensland, Toowoomba, QLD 4350, Australia;1. School of Mathematical Sciences, Beijing Normal University, Beijing, China;2. School of Mathematics and Statistics, Henan University, Kaifeng, China;3. Institute of Sport Sciences, Shanghai University of Sport, Shanghai, China;4. Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing, China;5. International Center for Research in Mathematics Education, Beijing Normal University, Beijing, China;1. Department of Education, University of Oxford, 15 Norham Gardens, Oxford, OX2 6PY, Oxfordshire, United Kingdom;2. National Research University Higher School of Economics, Russian Federation |
| |
| Abstract: | Recruiting highly motivated and capable individuals to train and later work as teachers is key for improving instructional quality. Yet, research suggests students who performed best in secondary school often prefer other professions. We use a longitudinal retrospective survey of high-school graduates who completed the PISA-2009 assessment to determine, through multi-variate logistic regression models, to what extent the negative selection hypothesis applies to the Uruguayan case. Results show negative selection into teacher training exists in Uruguay, with individual, family and previous schooling factors playing a determinant role in this choice of tertiary studies. |
| |
| Keywords: | Teacher training Teacher profile Negative selection PISA Uruguay |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
