Efficacy in German Teacher Education.docVIP

Efficacy in German Teacher Education 　　[a] Professor of school pedagogy, Ludwig-Maximilians-Universit?t München, Germany. 　　[b] Assistant Professor, Ludwig-Maximilians-Universit?t München, Germany. 　　[c] Professor of school pedagogy, Friedrich-Alexander Universit?t Erlangen-Nürnberg, Germany. 　　* Corresponding author. 　　Received 19 October 2012; accepted 21 December 2012 　　Abstract 　　At the present time German teacher training is confronted with a great political will to bring about change. International comparative studies of recent years have shown a dissatisfying learning outcome. The most dramatic result is a strong interdependence of school success and social background. German teachers experience their profession as problematic. At present only 35% reach the normal retirement age. The article discusses structural differences in teacher training compared to other countries and analyses motivation for the choice of study, perceived self-efficacy, experience of stress, patterns of uncertainty avoidance and previous experience in a sample of 1358 students starting teacher training. 　　Key words: Teacher training; Career choice motivation; Self-efficacy; Experience of stress; Uncertainty avoidance 　　Ewald Kiel, Sabine Wei?, Thomas Eberle (2012). Efficacy in German Teacher Education. Canadian Social Science, 8(6), -0. Available from: /index.php/css/article/view/j.css.1923669720120806.9452 　　DOI: /10.3968/j.css.1923669720120806.9452. 　　INTRODUCTION 　　At the present time German teacher training is confronted with a great political will to bring about change. There is much dissatisfaction both with the performance of school students in comparative international studies and with teacher training. The present study examines the performance of 1358 prospective teachers from two German universities against this background: 　　1. What is the motivation for the choice of a course of study and profession among students of teacher training? 　　2. What are the pe