Do teacher students belonging to particular teacher education programs differ in motivation for choosing teacher education and previous educational experiences?

The present study investigates both the motivation for choosing teacher education and previous educational experiences in teacher students. First, the dimensionality of the "Motivation for Choosing Teacher Education Questionnaire" (FEMOLA, Pohlmann & Moller, 2010) was examined for teacher students belonging to particular teacher education programs. Second, the study examines if teacher students belonging to particular teacher education programs differ in motivation for choosing teacher education. Third, it is investigated if teacher students belonging to particular teacher education programs differ in previous educational experiences and if these differences are associated with motivation for choosing teacher education. The study aims to expand the empirical evidence by including teacher students belonging to the teacher education program Sonderpadagogik. 2138 students of the teacher education programs Primarstufe (primary school), Sekundarstufe (secondary school) and Sonderpadagogik (special needs education) from universities of education in Baden-Wurttemberg were surveyed. The dimensionality of the FEMOLA-questionnaire could be confirmed for the present sample for four dimensions. Moreover, students belonging to particular teacher training programs differed in motivation for choosing teacher education and previous educational experiences at small effect sizes. The teacher students of Primarstufe and Sonderpadagogik reported similar previous educational experiences, whereas the teacher students of Sekundarstufe do not. The results are discussed against the background of current empirical findings.