Interest in Teaching and Teacher Training in Students of the Master's Degree in Secondary School Teaching in the Area of Science and Technology

Abstract

This paper presents the results of a study conducted with students enrolled in the Master's Degree program in Secondary Education, Vocational Training, and Language Teaching (MaES). The aim of the study was to explore participants' beliefs regarding various aspects related to interest in teaching and initial training. The analysis of these findings involved the application of descriptive frequency analysis techniques, the Cronbach test, correlation analysis, and contingency tables.Upon examination of the data, diverse motivations among master's students for pursuing a career in teaching were identified. Variability was also observed in the timing of when the interest in becoming a teacher manifested. A noteworthy observation was the presence of significant relationships between the variables under investigation, with some cases exhibiting high levels of correlation, indicating a certain internal coherence between the motives or interests in teaching that were studied. However, contradictions were noted, emphasizing that teaching ideology is dynamic and subject to modification by various factors. Consequently, this research has uncovered several issues that warrant further exploration in subsequent studies. Of particular significance for future educators are the extrinsic motives for teaching that were analyzed. Regarding these motives, conclusions can be drawn regarding the configuration of the current initial training programs for secondary school teachers in our country.