Template-Type: ReDIF-Article 1.0
Author-Name: Marta Del Pino de la Fuente
Author-Name: Mercedes Fernández Alonso
Title:  La importancia de la vocación en la elección de la carrera de Magisterio. Análisis de las expectativas vocacionales de los aspirantes a maestro
Abstract: Resumen:Esta investigación estudia la vocación como factor que influye en la elección de la carrera de Magisterio. Además, analiza la estructura de las expectativas vocacionales de los estudiantes mediante el diseño de una tipología novedosa. La población objeto de estudio son los estudiantes del Centro Adscrito de Magisterio Mª Inmaculada de Antequera (Málaga). Mediante el uso de la metodología cuantitativa, los tipos de diseño utilizados han sido el exploratorio, el descriptivo y el explicativo. Los principales resultados revelan que la vocación es un factor importante en la elección de la carrera de Magisterio. A su vez, las expectativas de los estudiantes se estructuran en torno a dos estilos diferentes: extrínsecas e intrínsecas, siendo cuatro los tipos de estudiantes en el Centro: “servicial”, “ambicioso”, “competente” e “independiente”.Abstract: The objective of this work is to research
into the influence that the vocational factor has on the election of Teacher
Training as a degree. It also analyses how the vocational expectations of the
students are structured by designing a new typology. The population under study
is the student body of Teaching Training College Mª Inmaculada of Antequera
(Malaga). Using quantitative methodology, the three types of design employed
are exploratory, descriptive and explanatory. The main result reveals that
vocation is an important factor in the election of Teacher Training degree. At
the same time, the expectations of the subjects are structured around two
different styles: extrinsic and intrinsic. Finally, there are four categories
in which students of this center can be classified: “attentive”, “ambitious”,
“competent” and “independent”.
On the basis of the definition of vocation
that Ortega y Gasset (1982) and Hansen (2001) give, this work studies its
importance in the election of degree and explores the theories about the origin
(Ginzberg, Ginsburg, Axeirad and Herma, 1951; Roe, 1957; Holland, 1959 and
Ferrero, 1994) and process of finding one’s vocation (García Yagüe, 1974 and
Hansen, 2001), as well as the importance of providing professional assessment
in the degree electing process (Super, 1953; Holland, 1959; and Osipow, 1979).
This study focuses specially on the
analysis of teaching vocation. In order to do it, the theories of Hansen
(2001), Gracia (2007) and Sánchez Lissen (2011) are studied in depth.
Furthermore, it delves into the connection existing between vocation and
diverse social factors like gender (Acker, 2000), social class (Davis and
Moore, 1972; Tumin, 1985; Berger, 1989; and Crompton, 1997), family (Shultz,
1960; Becker, 1964; Doerienger and Piore, 1971; Arrow, 1973; Spencer 1973;
Bourdieu, 1985; Coleman, 1990; Putnam, 1993 and Englehardt, 2010), working
market (Edwards, 1979; Gobernado, 2003 and Planas, 2010), social networks
(Fondevilla-Gascón, del Olmo-Arriaga and Sierra, 2011) and religion (Glock,
1962; Weber, 1964 and Lipset, 1967).
At the same time, the importance of the
vocation and vocational expectations in the process of choosing a degree are
examined. In this context, the theories of McGregor (1960), Vroom (1964), Locke
(1968), Bandura (1982), Varela and Ortega (1984), McClelland (1989), Maslow
(1991), Weiner (1994), Ferrero (1994) and Sánchez-Lissen (2011) are taken into
consideration.
Regarding teaching profession, addressed
from Sociology of the teaching staff, this work provides deep insight into
aspirations, expectations and motivations which build the identity of those
aspiring teachers and those who are already professionals. In this respect, the
contributions of Waller (1932), Becker (1952 y 1953), Tropp (1957), Masjoan
(1974), Lortie (1975), Varela and Ortega (1984), Lerena (1987), Fernández
Enguita (1990) and Guerrero (2007) should be pointed out. Frustration or
teacher discomfort are also considered, starting from the works of Tipton
(1988), Sánchez Lissen (2009) and Sarramona (2000).
The justification of the study is to know
if the ideal type of future teacher
based on theoretical assumptions coincides with the one revealed in the
empirical part. Along these lines, the specific objectives in the empirical
part are, first of all, to take a close look at vocation as an intervening
factor in the election of Teacher Training degree and, secondly, to approach
which vocational expectations can be found in the student body of Teaching
Training degree in the Teaching Training College of Antequera.
To achieve the aforementioned objectives,
the following hypothesis are contemplated:
            H.1.
“Students of the Center are clear about their vocation before they matriculate
themselves in the Teaching Training degree”.
            H.2.
“Vocational expectations that students of Teaching Training degree in Antequera
have about the achievements that they anticipate obtainable during the course
of their professional career can be structured around two differentiated
styles: style of anticipation of extrinsic consequences and style of
anticipation of intrinsic consequences”.
The present work takes as universe of
study the whole student body of the Teaching Training College Mª Inmaculada of
Antequera in the academic year 2011-2012. The data collection is done from the surveys conducted among
students in the lecture rooms.
The types of research design used are exploratory,
descriptive and explanatory. The exploratory design makes it possible to
discover the work of Hernández (2012) at the
Universidad of Comillas, which becomes a reference source for this research.
The descriptive design eases identifying attitudes and checking
associations of research variables. Finally, the explanatory analysis provides
possible reasons for the actions or opinions related to vocation and vocational
expectations and related variables.
Regarding methods of analysis, a
univariate statistical analysis for H1 is performed. For the H2, following the
study carried out by Hernández (2011), the multivariate analysis is used,
specifically the confirmatory factor analysis.
The main results reveal that students'
expectations can be grouped into two factors: extrinsic expectations, linked to
professional development, and intrinsic expectations, related to vocational
development. After analysing the structure of the vocational expectations of
Teaching Training degree students, a typology of the students is elaborated
according to the factorial grouping of their most characteristic vocational
values. To address this task, the method used by researchers at the University
of Comillas (2012) is used.
The result of the analysis indicates that
there are four types of students in the Teaching Training Center, built
according to vocational expectations: "helpful",
"ambitious", "independent" and "competent". These
types of students will be specified in types of teachers. All types are
important, although it is true that if the "helpful" and the
"competent" respond to the "ideal type" of the teacher, the
"ambitious" and "independent" move away from him.
Knowing the types of students of the
Center and the valuation they make of expectations, it can be said that most of
them are helpful and competent. This means that they understand Teaching
Training as a donation and want to be able to satisfy the educational needs
that arise in society. That is why it is important that their training is
integral and that the curriculum equip them with the necessary tools to live
their vocation.
The main finding of this research has been
to get to know the typology of the teaching students of the Mª Inmaculada de
Antequera Center. From now on, the question that arises is whether these future
teachers whose expectations are so different, will be able to respond to the
needs of the education system, from the most absolute commitment and
responsibility.
Classification-JEL: R1
Keywords: Elecciones, Magisterio, Vocación, Expectativas., Election, Teaching, Vocation, Expectations.
Pages: 119-146
Volume: 1
Year: 2019
File-URL: http://www.revistaestudiosregionales.com/documentos/articulos/pdf-articulo-2564.pdf
File-Format: Application/pdf
Handle: RePEc:rer:articu:v:1:y:2019:p:119-146