Non-traditional students who drop out of teacher education: Why do they leave and where do they go?
Birgit Weinmann-Lutz, Tina Ammann
Subject of this study were 245 non-traditional students in teacher education, who had successfully passed a one year preparatory class. With administrative data the number of dropouts (n=40) was determined. The subjective (re-)construction of dropout (versus persistence) was analysed in biographical interviews (n=47). Beside the difficulties of maintaining themselves, organisational problems with multiple roles (work, student, family) or changing vocational interests, there were indications of an insufficient tolerance of negative experiences or failures.
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Birgit Weinmann-Lutz, Tina Ammann
