Een vergelijkend onderzoek naar de motivatie van toekomstige leerkrachten Nederlands: master- en certificaat-studenten

Details

Supervisors

Degrave, Pauline

Faculty

Faculté de philosophie, arts et lettres

Degree label

Master [120] en langues et lettres modernes, orientation germaniques, à finalité didactique

Abstract

enThe teacher shortage is particularly acute in French-speaking Belgium. In order to tackle this shortage, this Master’s thesis examines the motivation of prospective teachers. While the literature contains various studies on second-career teachers, there is a lack of comparisons between first- and second-career teachers. This study aims to fill this gap and therefore focuses on the motivation of Master’s students (first-career teachers) and certificate students in the teaching of Dutch as a foreign language (second-career teachers) at UCLouvain. Various questionnaires were used for this purpose. Sixteen participants — eight Master’s students and eight certificate students — completed an online questionnaire. Semi-structured interviews were conducted based on their responses and open-ended questions. Except for one certificate student, all participants were available for these interviews. The results show that, despite the hypotheses’ predictions, intrinsic value is not a dominant factor among the Master’s students in their decision to become teachers of Dutch. On the other hand, the most important motivational factors are the opportunity to work with young people, the opportunity to shape young people’s futures, and competence. For certificate students, improving young people’s future is also a prominent motivational factor. The push and pull factors, identified by Anthony and Ord (2008), are also evident in this group. When comparing the two groups, we note that they broadly share the same motivational factors, except for job security and previous experiences of education, which are more prevalent among Master’s students. Both groups also have a low anti-ought-to self.