An approach to the study of negative selection in access to teacher training
Supporting Agencies
- Ministerio de Ciencia e Innovación
Abstract
In an international line focused on the identification of the profile of access to the teaching profession as a relevant variable in the improvement of educational systems, this research aims to gather evidence about the hypothesis of negative selection in Spain, considering the possible unequal distribution of academic origin. By means of a non-experimental study, carried out with a large sample of data in the comparable subjects of the university entrance exam, Spanish Language and Literature, Spanish History and Foreign Language, differences are found in the average grade in these subjects according to the degree to which one aspires and according to whether the students come from a scientific-technological baccalaureate or not. From this we conclude that there is more evidence of negative selection in applicants to work as early childhood education teachers, in some cases with a significant effect size. On the other hand, the differences between degrees tend to occur in the two groups of origin, so this is not a variable that can clearly explain the differences between degrees that have been found.
Downloads
References
Asensio, I., Arroyo, D., Ruiz-Lázaro, J., Sánchez-Munilla, M., Ruiz, C., Constante-Amores, A., y Navarro-Asencio, E. (2022). Perfil de acceso a la universidad de los maestros en España. Educación XX1, 25(2), 39-63. https://doi.org/10.5944/educxx1.31924
Attit, K., Miller, D.I., Newcombe, N.S., y Uttal, D.H. (2018). Teachers’ Spatial Skills Across Disciplines and Education Levels: Exploring Nationally Representative Data. Archives of Scientific Psychology, 6, 130–137. http://dx.doi.org/10.1037/arc0000041
Baier, F., Decker, A.‑T., Voss, T., Kleickmann, T., Klusmann, U., y Kunter, M. (2019). What makes a good teacher? The relative importance of mathematics teachers’ cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality. British Journal of Educational Psychology, 89(4), 767–786. https://doi.org/10.1111/bjep.12256
Barber, M., y Mourshed, M. (2007). How the World’s Best-performing School Systems Come Out on Top. https://www.mckinsey.com/~/media/mckinsey/industries/public%20and%20social%20sector/our%20insights/how%20the%20worlds%20best%20performing%20school%20systems%20come%20out%20on%20top/how_the_world_s_best-performing_school_systems_come_out_on_top.pdf
Boado, M., y Fernández, T. (2010). Trayectorias académicas y laborales de los jóvenes en Uruguay. El Panel PISA 2003-2007 (1.a Ed.). Universidad de la República/Facultad de Ciencias Sociales
Bohndick, C. (2020). Predictors of dropout intentions in teacher education programmes compared with other study programmes, Journal of Education for Teaching, 46(2), 207-219 https://doi-org.bucm.idm.oclc.org/
1080/02607476.2020.1724652
Castro, M. (2021). Profesores para el siglo XXI: perfil académico, formación inicial y prácticas docentes de los profesores. Revista de educación, 393, 11-35. http://dx.doi.org/ i10.4438
Castro, M. y Egido, I. (2022). El profesor en el centro del debate sobre la eficacia de la enseñanza: meta-síntesis del impacto de las características del docente. Revista Iberoamericana de Educación, 90(1), 57-75. https://doi.org/10.35362/rie9015434
Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. 2nd ed. Erlbaum
Corcoran, S.P., Evans, W.N., y Schwab, R.M. (2004). Changing labor-market opportunities for women and the quality of teachers, 1957–2000. American Economic Review, 94(2), 230–235. https://doi.org/10.1257/0002828041301920
Coultas, J.C., y Lewin, K.M. (2002). Who becomes a teacher? The characteristics of student teachers in four countries. International Journal Educational Development, 22(3–4), 243–260. https://doi.org/10.1016/S0738-0593(01)00066-9
de Melo, G., y Machado, A. (2018). Educational trajectories. Evidence from Uruguay. International Journal Educational Research, 92, 110–134. https://doi.org/10.1016/J.IJER.2018.09.018.
Denzler, S., y Wolter, S. C. (2009). Sorting into teacher education: how the institutional setting matters. Cambridge Journal of Education, 39(4), 423-441.
https://doi.org/10.1080/03057640903352440
Dronkers, J., y Robert, P. (2007). Differences in scholastic achievement of public, private government-dependent, and private independent schools: a cross-national analysis. Educational Policy, 22(4), 541–577. https://doi.org/10.1177/0895904807307065.
Egido, I. (2020). El acceso a la formación docente inicial en Europa: políticas e investigación. Revista Española de Educación Comparada, 35, 197-211. https://doi.org/10.5944/reec.35.2020.24192
Elacqua, G., Hincapie, D., Vegas, E., Alfonso, M., Montalva, V., y Paredes, D. (2018). Profesión profesor en América Latina: ¿Por qué se perdió el prestigio docente y cómo recuperarlo? Inter-American Development Bank.
Göbel, K., y Helmke, A. (2010). Intercultural learning in English as foreign language instruction: the importance of teachers' intercultural experience and the usefulness of precise instructional directives. Teaching and Teacher Education, 26, 1571e1582. http://dx.doi.org/10.1016/j.tate.2010.05.008.
Gold, A., y Giesen, H. (1993). Student academic abilities and institutional factors in teacher training courses. Psychologie in Erziehung und Unterricht, 40, 111-124.
González, Á., Lobos, C., y Acosta, K. (2023). Motivaciones y percepciones que inciden en la elección de la carrera pedagógica en estudiantes chilenos. Revista complutense de educación, 24(2), 253-263.
Guarino, C. M., Santibañez, L., y Daley, G. A. (2006). Teacher recruitment and retention: a review of the recent empirical literature. Review of Educational Research, 76(2), 173-208.
Han, S. W., Borgonovi, F., y Guerriero, S. (2020). Why don’t more boys want to become teachers? The effect of a gendered profession on students’ career expectations. International Journal of Educational Research, 103, 101645. https://dx.doi.org/10.1016/j.ijer.2020.101645
Hanushek, E. A., y Pace, R. R. (1995). Who chooses to teach (and why)? Economics of Education Review, 14(2), 101-117.
Hattie, J. (2017). Aprendizaje visible para profesores. Maximizando el impacto en el aprendizaje. Paraninfo.
Herrera, D. (2019): “¿Quién estudia en la universidad? La dimensión social de la universidad española en la segunda década del siglo XXI”. Revista de la Asociación de Sociología de la Educación, 12(1), 7-23. https://doi.org/10.7203/RASE.12.1.13117
INEEd (2016). Los Salarios Docentes En Uruguay (2005-2014). INEEd. https://www.ineed.edu.uy/images/Los_salarios_docentes_en_uruguay_2005-2014.pdf
Jiménez, E., Arroyo, D., Hurtado, M., Ruiz, J., Sánchez, M., Illana, J. J., y González, C. (2021). La nota de acceso a la universidad como predictor del rendimiento en el primer año de carrera: grados de Magisterio versus otras carreras asistenciales. Revista de Educación, (393), 129-154. DOI: 10.4438/1988-592X-RE-2021-393-488
Kaub, K., Karbach, J., Biermann, A., Friedrich, A., Bedersdorfer, H.-W., y Spinath, F. M., et al. (2012). Vocational interests and cognitive ability of first-year teacher candidates as a function of selected study major. Zeitschrift für Padagogische Psychologie, 26(4),233-249.
Klusmann, U., Trautwein, U., Lüdtke, O., Kunter, M., y Baumert, J. (2009). Cognitive and psychosocial characteristics upon entry into teacher training: Are teacher candidates underestimated?] Zeitschrift für Padagogische Psychologie, 23(3-4), 265-278. http://dx.doi.org/10.1024/1010-0652.23.34.265
Krieg, J. M. (2006). Teacher quality and attrition. Economics of Education Review, 25(1), 13-27. http://dx.doi.org/10.1016/j.econedurev.2004.09.004
Kim, L. E., Jörg, V., y Klassen, R. M. (2019). A meta-analysis of the effects of teacher personality on teacher effectiveness and burnout. Educational Psychology review, 31(1), 163-195. https://doi.org/10.1007/s10648-018-9458-2
Lüdecke, D. (2019). esc: Effect Size Computation for Meta Analysis (Version 0.5.1). http://doi.org/10.5281/zenodo.1249218
Microsoft Corporation. (2018). Microsoft Excel. https://office.microsoft.com/excel.
Moreau, M.-P. (2019). Teachers, Gender and the Feminisation Debate. Routledge.
Navarro, E., López, E., Asensio, I., Expósito, E., Carpintero, E., y Ruiz de Miguel, C. (2021). Meta-analysis of reliability generalization of the FIT-Choice. Revista de Educación, 393, 231-260. https://doi.org/10.4438/1988-592X-RE-2021-393-492
Ortega, D.E. (2010). The effect of wage compression and alternative labor market opportunities on teacher quality in Venezuela. Economics of Education Review, 29 (5), 760–771. https://doi.org/10.1016/j.econedurev.2010.01.004
Osada, J.C., y Schaeper, H. (2021). Individual characteristics of teacher education students. Re-examining the negative selection hypothesis. JERO, 13(2), 109-131.
Perez-Felkner, L., McDonald, S.-K., Schneider, B., y Grogan, E. (2012). Female and male adolescents' subjective orientations to mathematics and the influence of those orientations on postsecondary majors. Developmental Psychology, 48(6), 1658–1673. https://doi.org /10.1037
Pina, M. D. P. A. (2023). La perspectiva del alumno sobre el docente eficaz y las prácticas docentes eficaces [Doctoral dissertation, Universidad de Murcia]. https://digitum.um.es/digitum/handle/10201/128707
R Core Team (2021). R: A language and environment for statistical computing. R Foundation for Statistical Computing. https://www.R-project.org/
Roloff, J., Klussmann, U., Lüdtke, O., y Trautwein, U. (2015). Who becomes a teacher? Challenging the “negative selection” hypothesis. Learning and Instruction, 36, 46-56. https://doi.org/10.1016/j.learninstruc.2014.11.005
Roloff, J., Klusmann, U., Lüdtke, O., y Trautwein, U. (2020). The predictive validity of teachers’ personality, cognitive and academic abilities at the end of high school on instructional quality in Germany: A longitudinal study. AERA Open, 6(1), 1–17. https://doi.org/10.1177/2332858419897884
Ruffinelli, A., y Guerrero, A. (2009). Círculo de segmentación del sistema educativo chileno: destino laboral de egresados de Pedagogía en Educación Básica. Calidad en la Educación, 31, 20–44.
Sass, T. R. (2015). Understanding the STEM Pipeline. CALDER Working Paper No. 125.
Stinebrickner, T. R. (2001). A dynamic model of teacher labor supply. Journal of Labour Economics, 19(1), 196-230.
Urkidi, P., Losada, D., López, V. y Yuste, R. (2020). El acceso a la formación inicial del profesorado y la mejora de la calidad docente. Revista Complutense de Educación, 31(3), 353-364. https://doi.org/10.5209/rced.63476
Vaillant, D. (2011). Preparing teachers for inclusive education in Latin America. Prospects, 41(3), 385.
Varga, J. (2007). Who becomes a teacher today? An empirical analysis of choosing the teaching profession. Kozgazdasagi Szemle (Economic Review), 7(54), 609–627.
Vinas-Forcade, J., y Noé Seijas, M.N. (2021). To teach or not to teach: Negative selection into the teaching profession in Uruguay. International Journal of Educational Development, 84, 102420 https://doi.org/10.1016/j.ijedudev.2021.102420
Wickham, H., Chang, W., Henry, L., y Pedersen, T. L. (2016). ggplot2: Elegant Graphics for Data Analysis. Springer-Verlag
Copyright (c) 2024 Journal of Educational Research
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The articles and scientific documents published in RIE abide the following conditions:
1. The Servicio de Publicaciones de la Universidad de Murcia (the publisher) has the property rights (copyright) of all the documents published and allows the reuse under the user’s license indicated in point 2.
2. All documents are published in the digital edition of RIE under a Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España (legal document) license. These documents can be copied, used, distributed, communicated and explained publicly if: i) the author(s) and its original source of publishing (magazine, publisher and URL of the document) are cited; ii) it is not used for commercial purpose; iii) the existence and the specifications about this license are mentioned.
3. Auto-archive’s conditions. The authors are allowed and encouraged to digitally distribute the pre-print versions (a version before evaluation) and/or post-print (a version that it is already evaluated and accepted to its publication). This promotes circulation and distribution earlier and can increase the citations and significance within the academic community.
