<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872021000100188</article-id>
<article-id pub-id-type="doi">10.21814/rpe.18401</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A escolha de uma carreira no ensino em Portugal: Motivos e autoeficácia de estudantes de mestrado]]></article-title>
<article-title xml:lang="en"><![CDATA[Choosing a teaching career in Portugal: Motives and self-efficacy of master students]]></article-title>
<article-title xml:lang="es"><![CDATA[Elegir una carrera docente en Portugal: motivaciones y autoeficacia de los estudiantes de máster]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barros]]></surname>
<given-names><![CDATA[Sílvia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peixoto]]></surname>
<given-names><![CDATA[Carla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pessanha]]></surname>
<given-names><![CDATA[Manuela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Tiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barros]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kiel]]></surname>
<given-names><![CDATA[Ewald]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Weiß]]></surname>
<given-names><![CDATA[Sabine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Keller-Schneider]]></surname>
<given-names><![CDATA[Manuela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico do Porto Escola Superior de Educação Centro de Investigação e Inovação em Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Universitário da Maia  ]]></institution>
<addr-line><![CDATA[Maia ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Politécnico do Porto Escola Superior de Educação Centro de Investigação e Inovação em Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Instituto Politécnico do Porto Escola Superior de Educação ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Instituto Politécnico do Porto Escola Superior de Educação ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Ludwig-Maxmilians-University of Munich Lehrstuhl für Schulpädagogik ]]></institution>
<addr-line><![CDATA[Munique ]]></addr-line>
<country>Alemanha</country>
</aff>
<aff id="Af7">
<institution><![CDATA[,Ludwig-Maxmilians-University of Munich Lehrstuhl für Schulpädagogik ]]></institution>
<addr-line><![CDATA[Munique ]]></addr-line>
<country>Alemanha</country>
</aff>
<aff id="Af8">
<institution><![CDATA[,Pädagogische Hochschule Zürich  ]]></institution>
<addr-line><![CDATA[Zurique ]]></addr-line>
<country>Suiça</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>34</volume>
<numero>1</numero>
<fpage>188</fpage>
<lpage>209</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872021000100188&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872021000100188&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872021000100188&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste estudo analisaram-se os motivos de estudantes para escolherem a carreira docente e respetivas associações com variáveis sociodemográficas, com características do curso de formação de professores e com crenças de autoeficácia. Participaram no estudo 183 estudantes (86% do género feminino) de cursos de mestrado em ensino de instituições portuguesas, que preencheram um questionário on-line sobre características sociodemográficas, motivos da sua decisão de se tornarem professores (Kiel, Geider, &amp; Junger, 2004) e crenças de autoeficácia (Schwarzer &amp; Jerusalem, 1995; versão portuguesa de Araújo &amp; Moura, 2011). Através da análise fatorial, foram derivados quatro fatores subjacentes aos motivos para ser professor: (a) Benefícios da profissão, (b) Influências sociais, (c) Interesse no curso ou nos conteúdos académicos, e (d) Promoção do desenvolvimento das crianças/adolescentes. Foram encontrados valores médios mais elevados nos motivos relacionados com a Promoção do desenvolvimento das crianças/adolescentes e com o Interesse no curso/nos conteúdos académicos. Foram encontradas diferenças estatisticamente significativas entre os motivos de estudantes que optaram por um curso que profissionaliza para a educação pré-escolar e/ou primeiro ciclo e os que optaram por um curso que profissionaliza para o ensino de disciplinas específicas, assim como em função da idade, do género e da autoeficácia. As implicações para a formação de professores são discutidas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study analysed students&#8217; motives for choosing teaching as a career and its associations with sociodemographic variables, teacher education program characteristics, and self-efficacy. Participants were 183 student teachers (86% female) enrolled in different Portuguese Teacher Education Programs (master degree). Participants completed an on-line survey on their sociodemographic information and motives for their decision to become a teacher (Kiel, Geider, &amp; Junger, 2004), and self-efficacy beliefs (Schwarzer &amp; Jerusalem, 1995; Portuguese version by Araújo &amp; Moura, 2011). The factorial analysis indicated four factors underlying the motives to become a teacher: (a) Characteristics of the profession, (b) Social influences, (c) Interest in the course or academic content, and (d) Promoting children's development. We found that, compared to other motives, students tend to attribute higher value to motives associated with promoting child development and the interest in the course/content. We also found statistically significant differences between the motives of students who chose a course that will allow them to teach in pre-school and/or elementary school (1st to 4th year) and those who chose a course that will allow them to teach specific subjects, as well as effects of the students&#8217; age, gender and self-efficacy. Implications for the training of teachers are discussed.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este estudio analizamos las razones para que los estudiantes elijan la carrera docente y sus asociaciones con las variables sociodemográficas, las características del curso de formación docente y las creencias de autoeficacia. Participaron 183 estudiantes (86% mujeres) de cursos de maestría en enseñanza en instituciones portuguesas, que completaron un cuestionario en línea sobre características sociodemográficas, motivaciones para su decisión de convertirse en maestros (Kiel, Geider, &amp; Junger, 2004) y creencias de autoeficacia (Schwarzer y Jerusalem, 1995; versión portuguesa de Araújo y Moura, 2011). A través del análisis factorial, se derivaron cuatro factores de las motivaciones para ser maestro: (a) Beneficios de la profesión, (b) Influencias sociales, (c) Interés en el curso o contenido académico, y (d) Promoción del desarrollo de niños/adolescentes. Se encontraron valores medios más altos en las motivaciones relacionadas con la promoción del desarrollo de niños/adolescentes y el interés en el curso/contenido académico. Se encontraron diferencias estadísticamente significativas entre las motivaciones para los estudiantes que optaron por un curso para enseñar en educación preescolar y/o primer ciclo y aquellos que optaron por un curso para enseñar materias específicas, así como según edad, género y autoeficacia. Se discuten las implicaciones para la formación de profesores.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Motivos intrínsecos]]></kwd>
<kwd lng="pt"><![CDATA[Motivos extrínsecos]]></kwd>
<kwd lng="pt"><![CDATA[Carreira docente]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Intrinsic motives]]></kwd>
<kwd lng="en"><![CDATA[Extrinsic motives]]></kwd>
<kwd lng="en"><![CDATA[Teaching career]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Motivaciones intrínsecas]]></kwd>
<kwd lng="es"><![CDATA[Motivaciones extrínsecas]]></kwd>
<kwd lng="es"><![CDATA[Carrera docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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