"I'm not sure I want to continue": how can Master's students in teaching approach their external internships
DOI:
https://doi.org/10.51660/ripie.v3i1.119Keywords:
intention to quit, master's practices, teacher self-efficacy beliefs, pre-service teachers, master's degree in teachingAbstract
The completion of postgraduate master's practices in educational centers is considered a determining factor in the intention to quit for some of these students. Therefore, the aim of this paper is to analyze the factors that might make students of the master's degree in teaching who have not yet started their practices desire to quit their teaching careers. This study examines two possible factors associated with the completion of the master's degree practices oriented to teacher training: the perceived stress to perform such practices and how they perceive themselves in terms of their teaching performance. A total of 145 students (48 boys and 97 girls) of the Master's Degree in Secondary Education Teaching at the University of Malaga (Spain), with a mean age of 26.42 years (SD= 5.37) participated in this study. Differences were found between boys and girls, and the perceived level of stress due to the master’s practices and the perceived ability to manage the class were shown to be the factors most associated with the intention to quit the teaching career. Notwithstanding the development of pedagogical, didactic and instructional strategies, these results highlight the need to equip postgraduate students with more training resources in relation to stress management and classroom management. The need for training in socioemotional competencies related to education, such as conflict management and classroom management during pre-service training in educational centers is discussed.
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