Study choice motives in teacher education programs: A quasi-longitudinal comparison

Against the backdrop of teacher shortages and declining student enrolment, research on study choice motives in teacher education is becoming increasingly relevant. This paper examines how study choice motives differ between applicants for general teacher education, vocational teacher education, and other degree programmes. It also considers whether these motives remain stable over time in periods of societal change. The study used data from 1223 prospective students in 2019 and 2024. The findings reveal similar motivations in both teacher education groups, significant differences compared to non-teacher-education students, and cross-programme changes in motivations over time.