Abstract
Teacher shortages are a significant concern in many countries. Hiring pre-service teachers could help to alleviate this problem while providing students an opportunity to develop skills in a real-work context. However, being employed alongside full-time studying might compete with attendance or self-study and, thereby, hinder study progress. This study analyzed the effect of student employment on the study progress of 132 pre-service teachers, using 25 repeated measures over 4 years (n = 3,245). Employment hours, remuneration, domain-relevance, and timing (year of college) were taken into account. Multilevel growth analyses showed that students who spent more time on a paid teaching job in year 3 or 4 obtained significantly more study credits compared to those who were not paid or got paid for a job outside of education. Overall, student employment did not relate to less study progress and depending on domain-relevance, timing and remuneration, the effect can even be positive.
Original language | English |
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Pages (from-to) | 4-29 |
Number of pages | 26 |
Journal | Pedagogische Studiën |
Volume | 101 |
Issue number | 1 |
DOIs | |
Publication status | Published - 6 Mar 2024 |
Keywords
- student employment
- study progress
- teacher education
- pre-service teachers
- teacher shortage
- ACADEMIC-PERFORMANCE
- STUDENT EMPLOYMENT
- HIGHER-EDUCATION
- UNIVERSITY
- TIME
- IMPACT
- OUTCOMES
- MODEL