Student Teachers’ Interest in and Expectations of their Studies and their Profession: Empirical Research and Critical Reflection on Teaching Competencies and Qualifications

Abstract

Student teachers’ interest and expectations guide their future behavior in relation to work and are relevant for their professionalization and also in in relation to the demands that will be made of them by the labor market. This paper elucidates student teachers’ interest in and expectations of their studies and their future profession; specifically, it considers their expectations of the future and of their studies, their decision to undertake study and their interest in it, and their motivation for attending classes. 154 student teachers at the Faculty of Education at the Free University of Bozen-Bolzano participated in the research and filled out the online questionnaire. The participants’ responses show a strong focus on qualifications, labor market opportunities, teaching practice, and aspirations to security  for example, a stable relationship, children, and their own home. Student teachers choose the study program out of personal interest and its perceived fit with their individual competencies. However, the content of study does not always meet their expectations. Finally, the results of the research are used as the basis for critical reflection on teaching competencies and academic qualifications.