Student teachers’ motivations for specializing in the L1 subject: a Swedish Q study

This article explores student teachers’ motivations for entering teacher education and to pursue a degree in teaching the Swedish L1 subject. Using Q methodology, the study examines how 58 newly admitted student teachers at four universities in Sweden rank order 41 statements related to their choice of teacher education. Three significant factors are identified, each representing a composite picture of a group of student teachers’ motivations for becoming L1 teachers. These factors are interpreted in relation to previously identified paradigms and conceptions of L1 education, as well as to motivational categories for entering teacher education. The factors primarily differ in the value placed on subject content: the first factor shows little interest in the L1 subject, whereas the second factor is driven by a personal interest in literature and reading and the third factor by the opportunity to contribute to pupils’ development of communicative skills and critical thinking. The findings reveal considerable variation in motivations for pursuing L1 teacher education, with implications for recruitment and retention in teacher education programs.