Recently, Diego Castro-Ceacero, a member of CRiEDO, along with Inelia Villalobos, Katherine Acosta, and Paola Contreras, published a new study titled “Importance of Pedagogical Practice in Teaching Satisfaction” in the journal Education Sciences.
This work investigates how the motivation of teachers in the early stages of their professional development influences their future competence and adaptability to the work environment.
The study is based on a non-experimental and correlational-explanatory quantitative analysis, in which 758 participants were surveyed, including 328 teachers in training and 430 in-service teachers, using the FIT-Choice questionnaire. The results show that intrinsic motivations, such as the desire to work with children and adolescents and previous teaching experiences, have a strong positive correlation with satisfaction in both groups. This underscores the importance of fostering and reinforcing practical experience in initial teacher training.
Furthermore, the study highlights the differences in the value placed on job security and social contribution, reflecting the evolution of motivation from initial training to professional practice. It also provides valuable insights into the importance of pedagogical practices in teaching satisfaction and offers recommendations to improve the training of future teachers.
For more details, you can access the full article here.
