Importance of Pedagogical Practice in Teaching Satisfaction
The motivation shown by teachers in the early stages of their professional development affects their future professional competence and adaptability to an occupational setting. This study explores the motivational variables that affect satisfaction with choosing a degree in pedagogy in Chile by comp...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-02-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/3/286 |
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| author | Inelia Caterina Villalobos Iturriaga Katherine Acosta García Diego Castro-Ceacero Paola Contreras Hernández Álvaro González Sanzana |
| author_facet | Inelia Caterina Villalobos Iturriaga Katherine Acosta García Diego Castro-Ceacero Paola Contreras Hernández Álvaro González Sanzana |
| author_sort | Inelia Caterina Villalobos Iturriaga |
| collection | DOAJ |
| description | The motivation shown by teachers in the early stages of their professional development affects their future professional competence and adaptability to an occupational setting. This study explores the motivational variables that affect satisfaction with choosing a degree in pedagogy in Chile by comparing teachers in training with in-service teachers. A quantitative non-experimental and correlational–explanatory design was used, surveying 758 participants (328 teachers in training and 430 in-service teachers) using the FIT-Choice questionnaire. Results reveal that intrinsic motivations, such as the desire to work with children, teenagers, and previous teaching experiences, have a strong positive correlation with satisfaction in both groups. This reveals the importance of encouraging and strengthening practical experience in initial teacher training. Furthermore, the differences in the value of job security and social contribution reflect the evolution of motivation from initial teacher training up to professional practice. |
| format | Article |
| id | doaj-art-e25ed7abe94b4b47b4801a6e414c293a |
| institution | OA Journals |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-e25ed7abe94b4b47b4801a6e414c293a2025-08-20T02:11:05ZengMDPI AGEducation Sciences2227-71022025-02-0115328610.3390/educsci15030286Importance of Pedagogical Practice in Teaching SatisfactionInelia Caterina Villalobos Iturriaga0Katherine Acosta García1Diego Castro-Ceacero2Paola Contreras Hernández3Álvaro González Sanzana4Department of Education, Faculty of Education and Humanities, University of Tarapacá, Arica 1000000, ChileDepartment of Education, Faculty of Education and Humanities, University of Tarapacá, Arica 1000000, ChileDepartment of Applied Pedagogy, Faculty of Education Sciences, Universitat Autònoma de Barcelona, 08193 Barcelona, SpainDepartment of Education, Faculty of Education and Humanities, University of Tarapacá, Arica 1000000, ChileDepartment of Education, University of Magallanes, Punta Arenas 6210427, ChileThe motivation shown by teachers in the early stages of their professional development affects their future professional competence and adaptability to an occupational setting. This study explores the motivational variables that affect satisfaction with choosing a degree in pedagogy in Chile by comparing teachers in training with in-service teachers. A quantitative non-experimental and correlational–explanatory design was used, surveying 758 participants (328 teachers in training and 430 in-service teachers) using the FIT-Choice questionnaire. Results reveal that intrinsic motivations, such as the desire to work with children, teenagers, and previous teaching experiences, have a strong positive correlation with satisfaction in both groups. This reveals the importance of encouraging and strengthening practical experience in initial teacher training. Furthermore, the differences in the value of job security and social contribution reflect the evolution of motivation from initial teacher training up to professional practice.https://www.mdpi.com/2227-7102/15/3/286pedagogyteaching practiceteaching educationoccupational satisfactionmotivation |
| spellingShingle | Inelia Caterina Villalobos Iturriaga Katherine Acosta García Diego Castro-Ceacero Paola Contreras Hernández Álvaro González Sanzana Importance of Pedagogical Practice in Teaching Satisfaction Education Sciences pedagogy teaching practice teaching education occupational satisfaction motivation |
| title | Importance of Pedagogical Practice in Teaching Satisfaction |
| title_full | Importance of Pedagogical Practice in Teaching Satisfaction |
| title_fullStr | Importance of Pedagogical Practice in Teaching Satisfaction |
| title_full_unstemmed | Importance of Pedagogical Practice in Teaching Satisfaction |
| title_short | Importance of Pedagogical Practice in Teaching Satisfaction |
| title_sort | importance of pedagogical practice in teaching satisfaction |
| topic | pedagogy teaching practice teaching education occupational satisfaction motivation |
| url | https://www.mdpi.com/2227-7102/15/3/286 |
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