Career Orientations of Pre-Service Teachers: A Comparative Study of Russian and Indian Students

The problem of teacher shortages is currently global, and researchers from various countries are studying the factors influencing students’ preferences for the teaching profession and their career plans. Comparative studies of motivations for choosing teacher education reveal consistent and culturally specific characteristics that allow us to incorporate the positive experiences of different countries into the design and improvement of national teacher training programs. This comparative study focuses on the initial career orientations of first-year pre-service teachers from Russia and India, examining the motives, interests, and aspirations that underpin their commitment to the profession. Using E. Schein’s Career Anchors Test and the author’s questionnaire, we identified the common and specific features in the career orientations of 240 students receiving pedagogical education at two Russian universities (Kazan (Volga Region) Federal University and Smolensk State University) and at Partap College of Education in Ludhiana (India). Russian and Indian pre-service teachers share similar socio-demographic characteristics and identify Service, Stability, and Lifestyle integration as the career orientations that define the teaching profession. The difference lies in the greater certainty of Russian students’ career choices. The findings offer insights into the professional orientations of pre-service teachers in distinct cultural contexts and highlight factors that may influence their long-term satisfaction with the teaching profession.

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