Motivations for Being a Social Sciences Teacher in Secondary Education in Spain

This article explores the initial motivations of social sciences students pursuing a Master's Degree in Secondary Education Teaching at the University of Valencia. Currently, the pedagogical training required to access secondary education lasts one year. The study analyzes a questionnaire completed by the students at the beginning of the academic years 2022-23, 2023-24, and 2024-25, highlighting its longitudinal nature. The sample includes 114 students and employs an inductive qualitative methodology using the MAXQDA Plus 2024® program. The results indicate that vocational motivations (the desire to become a teacher and pursue training) are more significant than pragmatic or professional motivations (job prospects or working conditions). Subject matter and content are consistently referenced, particularly regarding vocational and pedagogical motivations. The main conclusion is that (disciplinary) subject knowledge is a key factor in intrinsic teaching motivation, surpassing pedagogical content knowledge. Students enrolled in the Master's degree in Secondary Education Teaching with a specialization in the Social Sciences demonstrate a high level of motivation for pedagogical knowledge, as it allows them to teach their own (disciplinary) subject knowledge, reflecting their passion for history and/or art history. Received: 22 April 2025 / Accepted: 29 June 2025 / Published: 15 July 2025