Professional and career motivation of teacher candidates at different stages of training

Abstract

In our research, we examined the professional and career motivation of teacher candidates in the Carpathian Basin. Our results suggest that motivation for a teaching career (including its existential, organizational, and infrastructural conditions) differs negatively from the degree of commitment to the teaching profession. In our study, we also look at the results of the career socialization of the training, as well as the differences in the motivation of full-time and correspondence students. The data of our research point to remarkable social and educational organizational contexts.