¿Por qué el alumnado de magisterio escoge la carrera docente?

Abstract

[ES] Para lograr una mejora en la formación del alumnado en la enseñanza obligatoria es necesario contar con buenos maestros y maestras, implicados, comprometidos y motivados con su trabajo. En este artículo se presenta un análisis sobre los principales motivos que llevan al alumnado universitario a elegir la carrera docente para su futuro profesional, prestando especial atención a los factores que podrían estar influyendo en estas razones. Se analizó una muestra de 409 estudiantes de diferentes cursos de los grados en Maestro, procedentes de nueve universidades públicas españolas. Para la recogida de la información se empleó una versión adaptada y reducida de la escala FIT‑Choice (Factors Influencing Teaching Choice). Los resultados mostraron que los factores mejor valorados fueron los altruistas, vinculados con la función social que tiene la enseñanza, mientras que, en sentido contrario, aparecen factores vinculados con la motivación extrínseca, entre los que destacan las ventajas materiales de la profesión. Por último, se ha identificado una pérdida progresiva de la importancia de los factores vinculados con la estabilidad laboral y familiar a medida que el alumnado avanzaba en los grados en Maestro.

[EN] In order to achieve an improvement in the training of students in compulsory education, it is necessary to have good teachers, who are involved, committed and motivated by their work. In this paper we present an analysis of the main reasons why university students choose a teaching career for their professional future, paying attention to the factors that could be influencing these reasons. We analyzed a sample of 409 students from different courses, from nine Spanish public universities. To collect the information, we used an adapted and reduced version of the FIT‑Choice scale (Factors Influencing Teaching Choice). The results show that the best valued factors were the altruistic ones, linked to the social function of teaching. In the opposite direction, there were factors linked to extrinsic motivation, among which the material advantages of the profession stand out. Finally, it has been identified a progressive loss in the importance of factors linked to job and family stability as students progressed through the teacher degrees.

[EN]In order to achieve an improvement in the training of students in compulsory education, it is necessary to have good teachers, who are involved, committed and motivated by their work. In this paper we present an analysis of the main reasons why university students choose a teaching career for their professional future, paying attention to the factors that could be influencing these reasons. We analyzed a sample of 409 students from different courses, from nine Spanish public universities. To collect the information, we used an adapted and reduced version of the FIT‑Choice scale (Factors Influencing Teaching Choice). The results show that the best valued factors were the altruistic ones, linked to the social function of teaching. In the opposite direction, there were factors linked to extrinsic motivation, among which the material advantages of the profession stand out. Finally, it has been identified a progressive loss in the importance of factors linked to job and family stability as students progressed through the teacher degrees.