Recent researches underscore the importance of good
teachers in ensuring the quality of an educational
system (Mourshed & Barber, 2007; Mourshed, Chijioke
& Barber, 2010). At the same time we can see that
pre-service teachers have poorer academic performan
ce and less interest in PhD studies than other stud
ents in most European countries. This phenomenon seems to be related to the feminization of the teaching
profession. For instance, obtaining a higher academ
ic degree is typically a masculine career strategy;
when female students and employees try to enhance their
cultural capital, they tend to choose courses on the
same level of education, instead of innovative doct
oral training and researches
