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DOI: https://doi.org/10.34069/AI/2023.62.02.30

How to Cite:

Introduction

The selection of a particular degree to pursue

selection is influenced by the value attached to

teaching and by personal and vocational

inclinations (Stellmacher et al., 2020). Deciding

to pursue studies in the Bachelor's Degree in

Preschool Education (hereinafter IE), is an

PhD in ICT and education from the Faculty of Education of the University of Salamanca. Professor, Faculty of Education, Camilo

José Cela University, Madrid- Spain.

opportunity to review the factors that may

for selecting the IE degree. This can be identified

at the beginning of the studies (García-Poyato et

al., 2018) since, at that moment, students can

express with an important level of concreteness,

those aspects that have allowed them to

recognize their interest in these studies and, in

addition, it implies an adaptation with a view to

a professional training (Restrepo, Sánchez, &

Castañeda, 2020). Students who enter the IE

career already have references with respect to the

teaching work and have certain ideas about what

will be developed in their studies, in addition to

linking them to their interest in becoming

professionals (Stenberg & Maaranen, 2020).

students serve for the maturation of what

this means that the socialization of life

view, will help the student to outline his or her

identity as a future professional, while

recognizing what has influenced when making

the decision to prepare professionally. The

influence of individual and contextual factors are

interrelated (Guerra Bilbao & Lobato Fraile,

2015) so that the selection of a particular degree

does not respond exclusively to an individual

decision, but rather, elements that correspond, for

example, to the social vision of the profession,

This research presents the findings found

regarding those factors that have been at the

moment that students decide to do university

studies in IE. First, a review of the scientific

literature is made in the theoretical framework

and then the quantitative methodology designed

to develop this study is presented. Subsequently,

the results and the discussion based on the

research findings are presented in order to reach

the final balance as a conclusion. Now, why is it

studies, in this case in IE. In this sense, being able

moment and what can have an impact can show

that not always what is publicly commented is

what really happens and the most suitable way to

discover what happens is precisely to investigate

the phenomenon. The second reason revolves

around the ability to design studies that can

guarantee personalized attention to students, but

this cannot be achieved if there is no in-depth

knowledge of the scope and influence of the

context and what society expects from teachers

who will be part of the development of a country

while continuing with the interest of considering

the student as the center of attention of the

University. Finally, with this research we hope to

offer elements for discussion that can strengthen

future studies that consolidate the generation of

new knowledge about the pedagogical process at

the University.

Navarro & Soler (2014) refer to three dimensions

dimension (interest in what they choose to study

instrumental dimension (satisfaction of

economic needs, social recognition of the

teaching profession, job opportunities, among

others) and professional dimension (interrelation

of the previous dimensions from the professional

practice). The identification of these dimensions

will serve to outline from a deep critical and

reflective process (Gairín Sallán et al., 2019) the

revision of the curricular approach of the degrees

to visualize to what extent what students expect

theoretically allows interdisciplinarity, but

students in the first courses may come to feel that

they do not visualize the importance of the

degree design, the usefulness of the subjects and

the relationship between them (Pérez Ferra et al.,

2018). This allows moving towards what these

same authors point out and that is that the

curricula have a dichotomous relationship

between humanistic training and efficiency

training, while the interest in teacher training in

Ponce-González, 2020; Herrera, Mohamed &

In the studies consulted, there is great agreement

that vocational motives are those that exert the

greatest influence when students choose the IE

Degree (Briones, Palomera, & Gómez-Linares,

2021; Cobano-Delgado Palma, Llorent Bedmar,

& Navarro Granados, 2020; Falcón Linares, &

Arraiz Pérez, 2020; Guerra Bilbao & Lobato

Fraile, 2015; García-Poyato et al., 2018;

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Luzón-Trujillo & Montes-Moreno, 2018;

Rodríguez, González & Gutiérrez, 2019;

Gallardo & Vázquez, 2016). In addition, the

reasons for choosing university studies are

undergoing a certain evolution that tends more

towards labor (Navarro & Soler, 2014) since they

would be looking for an increase at an economic

and social level (Canal & Rodríguez, 2020), also

recognizing that the close context (family and

an influence, such as: contact with the school

children (Briones et al., 2021; Rodríguez,

accessing other studies, family ties with teachers,

or a notable professional interest (García-Poyato

et al., 2018), the relationship between gender and

choice of IE studies (González Alba et al., 2021),

or the fact that IE studies are short and easy

(Luzón-Trujillo & Montes-Moreno, 2018).

Rutten & Badiali (2020) identify three categories

that should be used to recognize the elements that

most influence students' decision to pursue a

degree in IE. These three categories are:

1) intrinsic motivation, 2) extrinsic motivation

and 3) altruistic motivation. However, for these

a difference in each student, training future

teaching in IE based on personal experiences.

influential factor was the presence of a teacher in

the family. At a global level, the general trend

among the authors reviewed can be observed (see

Table 1):

Table 1

Taste for children

reflective process can have a transforming effect

on thinking and teaching practice (Agirre,

López-de-Arana, & Martínez, 2022). This idea

allows relating the reference that IE students

have regarding what surrounds the future

teaching practice, with those initial expectations

linked to a possible personal fulfillment and high

satisfaction from the vocational (Cantón Mayo &

Téllez Martínez, 2017).

considered when training teachers at the

present in a substantive way in the scientific

reason: scientists have ratified that when students

decide to be professionally trained as IE teachers,

they seem to have as a motivational starting

point, the teaching vocation and categorically,

they identify this teaching vocation almost

automatically by liking children. However, this

statement is not far from recognizing the great

challenges facing IE teaching in the present and

in the future. Even though we may think that we

do not have the best conditions or the best social

The general objective of this research was to

explore those factors that may influence

university students at the time of deciding to

pursue a degree in IE. To this end, three specific

objectives were established: 1) to recognize the

reasons for deciding to study a degree in IE, 2) to

identify the support and possible external

influence received regarding the decision to

study a degree in IE, 3) to know the opinion of

exploratory and descriptive cross-sectional

variables at a given time, as well as their possible

impact on the population under study. Since there

was no manipulation of variables, it is a non-

experimental quantitative approach, since the

phenomenon is observed without generating a

deliberately provoked situation.

Population: university students in the first year of

the Bachelor's Degree in IE in two universities

located in Madrid, one of which is public and the

other private.

Instrument: a specific instrument was designed

for this study, which consisted of a questionnaire

organized from 4 dimensions: 1) information

about the participant (8 items), 2) Motives for

pursue the IE Degree (6 items), 5) External vision

(1= totally disagree and 5= totally agree), while

modifying the classification: 1= never,

5= always. (Rositas Martínez, 2014).

Procedure: The sampling was non-probabilistic

by convenience. The students were informed of

the object of the study whose responses were

completely anonymous. The instrument was

provided by means of a QR code to facilitate the

response process from the students' own mobile

devices.

Of the 157 students who participated in the study,

86% belonged to a private university (n=135) and

14% to a public university (n=22). Of the 157

students who participated in the study, 54.8%

(n=86) studied in the blended mode, 22.9%

(n=36) in person and 22.3% (n=35) online, with

a mean age of 28 years (SD=7.74), although the

highest frequency was 22 years and 4.43 years of

teaching experience, although the highest

Finally, 9.6% have a job, but not in the school

participating students do not have any family

members involved in teaching (SD=0.444). In

addition, 98.1% have not abandoned other

studies to enroll in the IE degree, while 88.5%

have previous studies, most of them (86%) being

studies related to teaching (see Table 2).

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Table 2.

with whom the students consulted have contact,

corresponds to 58.0% (Teacher_Support) with an

M=4.18 and SD=1.174, that is, between almost

always and always. Of the three percentages, the

lowest corresponds to the support received from

teachers. Of the three percentages, the lowest

percentage corresponds to the support received

from teachers. 72.0% of the students say that they

are doing their university studies because they

the support received (Del_decidid) (M=4.59,

SD= ,751), and 75.8% say that they have never

considered abandoning their studies,8% stated

that they had never considered abandoning their

studies because they had not received support

(Aband_noapoy) (M=1.46, SD=.951) and 50.3%

could recommend the IE degree based on their

own experience (Recommendation) (M=4.23,

SD=.940) (see Table 4).

Note: table prepared by the author (2023).

32.5% of students think that society does not

recognize IE as a fundamental part of the school

stage (Company_recon) (M=2.45, SD= 1.112),

while 33.1% disagree in recognizing that families

recognition of teachers at this educational stage,

the results are mostly inclined to disagree with

the social recognition that these teachers receive

(39.5%) (Reconoc_soc) (M= 2.21, SD= 1.119).

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consider that they are not recognized as such

(Teachers_PU) (35.7%) (M=2.49, SD= 1.119)

and that the work benefits are not in accordance

with the relevance they have (35%)

(Benefic_lab) (M=2.22, SD= 1.048). However,

for these students, the vision held regarding IE

seems not to be a determining factor when

making the decision to pursue university studies

(31.2%) (Vision_ref) (M=2.54, SD= 1.233).

influence the way in which society recognizes

them (Teachers_influy) (M=2.88, SD= 1.134),

while 64.3% agree or totally agree that families

influence the social vision held regarding the

early childhood stage (Visión_soc) (M=2.88,

SD= 1.134). On the other hand, 66.8% agree or

totally agree that the Public Administrations

influence the social vision of IE (AA_PP)

(M=3.89, SD= 1.060) while 63.7% partially

IE teachers and their social recognition

Reconoc_soc

2,21

1,056

EI teachers influence the way they are recognized

Teachers_influy

2,88

1,134

coincide in considering the IE stage, which is

important for children's development, as the most

decisive reason when deciding to pursue studies

in the IE degree (82.8%) (Cobano-Delgado, et

al., (2020); Falcón Linares, & Arraiz Pérez,

(2020) who state that vocational reasons are the

the IE degree. That is to say, in the results

observed in this research, the teaching vocation

directed to the infant stage, is located in 67.5%

being the third influential factor. While the

at the time of identifying those factors that

influence the decision to study teaching in IE, but

the difference lies only in pointing out the main

factors. Thus, among the results obtained in this

research are, in addition to the main factor

exposed in the previous paragraph, the liking for

children (73.9%), the teaching vocation for the

stage (67.5%) and the interest in becoming a

with the research of Briones et al. (2021); Cantón

Mayo & Téllez Martínez, 2017; Rodríguez et al.,

(2019) and Rutten & Badiali (2020). Considering

that IE studies are easily approved as one of the

reasons for studying, as well as the vision of

earning income or increasing the economic level

can be understood as determinants, although the

studies of Luzón-Trujillo & Montes-Moreno

(2018) suggest that these factors may become so.

73.9% of the students affirm that they have

received from teachers with whom one has

contact is not a mostly notable aspect among the

students (58.0%). This result does not contrast

completely with the studies of García-Poyato et

al. (2018) since these researchers show that

family contact with teachers can become a

determining factor, but it is not categorically

concluded that the teachers with whom one has

contact can exert influence when making the

decision to study the EI degree.

A notably significant majority of students do not

consider abandoning their studies in the event of

not receiving support. That is to say, 86.6% have

never or almost never considered this possibility,

with which, these students show a deep

conviction before the proposed objective once

the psychological-introspective dimension, and

72% of these students claim to have a teaching

79% would always or almost always recommend

others to study the IE degree.

The results indicate that 36.3% totally agree that

they have received influence from teachers with

whom they have had contact; however, the

distribution of the data reviewed indicates that it

is not an influence that is categorically present. It

is true that there is a tendency to assume that it

has been received, but, for example, it is a

students consulted. Similarly, the influence of

friends represents 39.5% which coincides with

what was investigated by Coppari, et al., (2019).

This means that the family context, the close

social environment and the professors with

whom one has contact do influence the students'

decision to study a degree in IE, but with

different levels of influence, i.e., not all influence

in the same way nor are they equally decisive.

The students consulted are of the opinion that,

their studies, coinciding with Stenberg &

different differences were observed among

students with respect to ascription by type of

university.

Among the extrinsic factors, students accept that

public administrations have influence regarding

the vision held about IE as a stage which,

coincides with Rojas et al. (2018) and Guerra

Bilbao & Lobato Fraile (2015) in affirming that

contextual factors also come into play when

opting for university studies. Students show

disagreement when expressing themselves about

the social recognition of the teaching profession,

and as university professionals. Navarro & Soler

(2014) point out the need to increase social

recognition and economic level as elements that

can influence. This contrasts with the results

obtained since, despite the fact that students

continue to opt for these university studies,

families influence the vision and social

Conclusions

For the students consulted in this research,

intrinsic motivations are the most influential at

the time of deciding to study for a degree in early

childhood education. Thus, considering IE as an

important stage in the development of children is

presented as the main factor, without failing to

recognize that a liking for children, the teaching

However, the context can also become an

influential factor and it will depend on each

personal reality, as this context can determine to

a certain extent the decision to take the step to

study IE at a professional level. This does not

prevent students from recognizing the reality of

IE and what accompanies it, for example, the

social recognition of this stage, the working

conditions and opportunities, among other

elements. Thus, regardless of those situations

present, which is manifested in this case by the

university level to teach in IE.

Now, for these students, the family has been the

main point of support at the time of undertaking

their studies, as well as an important degree of

influence from friends and the close non-family

context, however, the teachers who have been

present throughout their school life, as well as

those with whom they are currently in contact,

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have not been the main motivational reference

for initiating their studies in IE. This idea,

together with the possible general improvements

for IE and the social vision that may be held

about this stage, has not prevented students from

remaining firm in their objective, therefore, it can

be said that the teaching vocation emerges

regardless of the circumstances, regardless of the

fact that over time this teaching vocation may

Among the limitations of this research, the

exclusively for the IE stage, b) delays in sending

instrument could have been reduced in terms of

the number of items in order to facilitate the

students' answers, d) bureaucratic procedures

that could have prevented the students from

gaining access to a university at the time. As

future lines of research, we can propose, for

example, studies on the perspective of

undergraduate IE students once they have

completed their studies, analysis of the entry and

exit situation of students once they have

identity and the teaching practice in IE.

Finally, one of the major findings of this research

is undoubtedly to certify that no matter how

adverse the circumstances may be and that a not

very encouraging panorama may possibly appear

at some point, the teaching vocation will appear

sooner or later. The trigger for this teaching

vocation to appear can be found in different

contexts, but society has the duty to ensure that

Bibliographic references

Acosta-Marroquín, N. (2020). Formación de

Agirre, N., López-de-Arana, E., & Martínez, A.

Briones, E., Palomera, R., & Gómez-Linares, A.

Cantón Mayo, I., & Téllez Martínez, S. (2017).

Coppari, N., Bagnoli, L., Maidana, P., Báez, M.,

Falcón Linares, C., & Arraiz Pérez, A. (2020).