20.500.12556/RUL-179550 The factors influencing the process of deciding whether to become a computer science teacher Dejavniki, ki vplivajo na odločitev za poklic učitelja računalništva Choosing a future profession is an important step in life, and the decision to become a teacher is widely discussed in the literature. However, pre-service computer science teachers hold a unique position, as they are highly employable in the information technology job market, and this may have an impact on the decision to choose teaching as a career. The present research aims to clarify the decision-making process of becoming a computer science teacher and the factors that influence it. The qualitative research inspired by the constructivist grounded theory involved semi-structured interviews with 18 first-year pre-service computer science teachers. Through a questionnaire developed for this sample, the findings from the qualitative research were quantitatively verified on 69 respondents. The key choice is whether to become a teacher. Pre-service teachers are motivated by external factors (length of holidays, job stability, flexibility and salary) and the desire to work with children. In contrast, they are demotivated by the negatives of being a teacher, particularly by concerns about pupils (especially their behaviour) and parents. After deciding to study teaching, pre-service teachers need to make a decision about their specialisation. This is influenced by the high school they attended, their relationship to computer science, their former teachers, strategic reasons (believing this specialisation to be an easy way of getting the degree or a job after graduation), gender stereotypes (especially among women), and their expectations about teacher education in computer science. Izbira poklica za svojo prihodnost je pomemben korak v življenju vsakega posameznika, odločitev za poklic učitelja pa je v literaturi široko obravnavana. Bodoči učitelji računalništva imajo pri tem edinstven položaj, saj so na trgu dela v informacijski tehnologiji visokozaposljivi, kar lahko vpliva na odločitev za poklic učitelja. Namen te raziskave je pojasniti proces odločanja za poklic učitelja računalništva in dejavnike, ki vplivajo nanj. Kvalitativna raziskava, ki je temeljila na konstruktivistični utemeljeni teoriji, je vključevala polstrukturirane intervjuje z 18 bodočimi učitelji računalništva v prvem letniku študija. Z vprašalnikom, razvitim za to skupino udeležencev, so bili izsledki kvalitativne raziskave kvantitativno potrjeni na 69 udeležencih. Ključna odločitev je, ali postati učitelj. Bodoče učitelje motivirajo zunanji dejavniki (dolžina počitnic, stabilnost zaposlitve, fleksibilnost in plača) in želja po delu z otroki. Nasprotno pa jih demotivirajo negativne strani učiteljskega poklica, zlasti skrbi v povezavi z učenci (predvsem njihovim vedenjem) in s starši. Ko izberejo izobraževalno smer študija, morajo sprejeti še odločitev o specializaciji, tj. predmetu, ki ga bodo poučevali. Na to vplivajo: srednja šola, ki so jo obiskovali, njihov odnos do računalništva, njihovi nekdanji učitelji, strateški razlogi (prepričanje, da je ta specializacija lahek način za pridobitev diplome ali zaposlitve po diplomi), spolni stereotipi (zlasti med ženskami) in njihova pričakovanja glede izobraževanja učiteljev računalništva. computer science teacher pre-service teacher deciding on a teaching career computer science education učitelj računalništva bodoči učitelj odločitev za poklic učitelja računalniško izobraževanje računalniški pouk strokovnost učitelji true false true Angleški jezik Slovenski jezik Podatek o licenci CC-BY 4.0 je naveden na spletni strani revije (https://ojs.cepsj.si/index.php/cepsj/about). (Datum opombe 17. 2. 2026) Članek v reviji 2026-02-17 07:27:47 2026-02-17 07:27:48 2026-02-25 13:05:05 0000-00-00 00:00:00 2025 0 0 Str. 13-35 no. 4 Vol. 15 2025 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373.32.016:78 2232-2647 264282883 RAZ_Dobias_Vaclav_2025.pdf RAZ_Dobias_Vaclav_2025.pdf 1 41C4C03C96610FA3BDF5B46650EB3002 274c3b11c3d94500e277c1b58a618c5289c8dc3ac62b52ec94c00eaeb2d76985 586f0e2f-0bca-11f1-a1ba-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=228139 https://www.cepsj.si/index.php/cepsj/article/view/2109 0 8d70a9ee-0bc9-11f1-a1ba-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=228138 Pedagoška fakulteta CEPS journal 0 0 0