The Question of Who Becomes a Teacher Revisited: Does the Study Major Make the Difference?

• In Event: Roundtable Session 3
  In Roundtable Session: Supporting Culturally Relevant Practices in STEM

Abstract

Given current concerns about supply and quality of teachers in the field of science, technology, engineering and mathematics (STEM), the present study compared cognitive and psychosocial characteristics of teacher candidates with students in other subject areas, taking into account whether students chose study majors in the field of STEM. Data were provided by the TOSCA study, which followed two cohorts of students from the end of school into further education. Drawing on data from more than 1,400 students, the results showed differences within the group of teacher candidates, comparing those with STEM study majors and those with non-STEM majors. Furthermore, differences between teacher candidates and students in other subject areas were limited on students choosing STEM majors.

Authors

• Janina Roloff Henoch, Leibniz Institute for Science and Mathematics Education, Kiel

• Uta Klusmann, Leibniz Institute for Science and Mathematics Education, Kiel

• Oliver Lüdtke, Humboldt University

• Ulrich Trautwein, University of Tubingen