Article

Still motivated? The motivation for teaching during the second year in the profession

April 2011
Teaching and Teacher Education 27(3):628-638

DOI:10.1016/j.tate.2010.10.016

Authors:

University of Bergen

This article presents the results from the third study in a longitudinal research project examining newly qualified teachers’ (NQTs) motivation for teaching and how they retrospectively value their teacher education. The findings indicate that teachers enjoy the profession one-and-a-half years after graduation. They are motivated both by working with their subject matter and by teaching. Retrospectively, NQTs criticize parts of the post-graduate certificate in education (PGCE) course. Although the teachers seem content in their profession, this study reveals a high rate of attrition, with 40 percent having left the profession, and a prevalent ambivalence about their professional future.

Choosing Teaching as a Career: Examination of Motivational Sources of Special Education Teacher Candidates

Article

Mar 2024

Cengiz Alper Karadağ

Why teach in the foundation phase: Motives of males at a university in Johannesburg, South Africa

Article

Full-text available

Dec 2013

Worldwide, male teachers in the Foundation Phase (FP) are a rarity, given the perception that the teaching of younger children is more suited to females than to males. Little research has been conducted in South Africa on the factors that influence men to become Foundation Phase teachers. This study investigated the motives of male student teachers at a university in Johannesburg who had decided to pursue a career as Foundation Phase teachers. The study adopted a theoretical lens based on the Expectancy-value theory of achievement motivation (Wigfield & Eccles, 2000). The study adopted a qualitative approach and an intensive research design, with data collected from semi-structured interviews with seven purposively selected participants. Data were analysed by means of the Factors Influencing Teaching (FIT) choice theory. Three participants were driven by intrinsic motives, stating that they had a passion for teaching young children. The other three were driven by extrinsic motives, stating either that they wanted to address gender stereotypes, or that FP teaching had been their default choice after they had been refused admittance totheir preferred course. One participant indicated altruistic motives, borne of personal experience with a family member, empathy and the desire to be a positive male role model.

Ideas about the values and meanings of the profession «teacher» at different levels of pedagogical education

Article

Full-text available

Feb 2022

T.V. Ledovskaya

Introduction. In the system of pedagogical education, the training of professionals is possible at several levels, but the logic, concept, and basis of training should be unified and pass through all levels of education, but the normative legal acts underlying each level are mostly not synchronized with each other. Overcoming the existing contradictions is seen through the implementation of an axiological approach in education, in which value orientations should determine the meaning and content of education. The hypothesis of the study is based on the assumption that there are significant differences in the values of pupils studying at different levels of pedagogical education. To overcome the existing gap, the training of future teachers should be based on common value guidelines and educational results. Materials and Methods. The purpose of the work is to determine the value orientations of pedagogical activity from the point of view of the students of the pedagogical college and students of the pedagogical university. Sample: 400 people participated in the online study: 147 students of the pedagogical college and 253 students of the pedagogical university. Methods: the author's methodology is a questionnaire of values laid down by educational and professional standards. The structure of the methodology consists of three lists of values (relation, qualities, knowledge), reflecting the value orientations associated with the target objects – the child, the educational environment and the teaching profession. Results. Students of both levels of pedagogical education at the top of the subjective rating of values have the professional activity of a teacher for society. Otherwise, both groups of study participants have all the values expressed equally, but they put different personal meaning into them. For college students, the methodological literacy of a specialist is in the first place, the instrumental basis of the profession, which is expressed in the main thing – the teaching methodology and the possession of various methods and methods of teaching. And university students are more focused on the areas of "educational environment" and "profession". Discussion and Conclusions. The obtained data indicate the following problems: a low level of subjectivity of the child and the development of the student's personal potential for the future teacher. The solution to these problems is seen in ensuring the equivalent translation of values belonging to the category "child-environment-profession" and "qualities-relations-knowledge". The diagnosed value gaps must be leveled by combining the requirements and results laid down by educational standards and implemented in learning technologies.

Investigating the impact of value congruence on work engagement in EFL teachers: the role of teacher enthusiasm

Article

Full-text available

Oct 2023

Introduction This research aimed to investigate the influence of value congruence on EFL (English as a Foreign Language) teachers’ work engagement, with a focus on the mediating role of teacher enthusiasm. Methods A sample of EFL teachers (N = 453) in China participated in the study. Data were collected using self-report measures, including the Value Congruence Scale, Teacher Enthusiasm Scale, and Work Engagement Scale. Structural equation modeling was employed to analyze the data and test the proposed model. Results The results revealed that value congruence had a significant positive direct effect on work engagement. Furthermore, teacher enthusiasm was found to mediate the relationship between value congruence and work engagement. Discussion These findings suggest that when EFL teachers perceive a congruence between their personal values and the values upheld by their educational institutions, they are more likely to experience higher levels of work engagement, and this relationship is partially explained by their level of enthusiasm. The study contributes to the understanding of the factors that influence EFL teachers’ work engagement and highlights the importance of value congruence and teacher enthusiasm in fostering a positive work environment. These findings have implications for the development of interventions and practices aimed at enhancing EFL teachers’ well-being and job satisfaction.

Attitude toward Teaching Profession and Student Interest in Being a Teacher: It's Effect on Teaching Skills of Geography Teachers Candidate

Article

Full-text available

Jul 2021

This study aims 1) to examine the correlation between attitudes towards the teaching profession and the teaching skills of teacher education students; 2) to examine the correlation between interest in becoming a teacher and the teaching skills of teacher education students; and 3) to examine the correlation between attitudes towards the teaching profession and interest in becoming a teacher and the teaching skills of teacher education students. The study population was 165 students participating in Basic Geography Teaching Ability courses in Department of Geography Education, Universitas Negeri Malang, Indonesia. The sample chosen was 128 people. The instrument used was a questionnaire to measure the interest in becoming a teacher and the attitude of students towards the teaching profession. Whereas to measure teaching skills obtained by teaching skills tests using the rubric of teaching ability assessment. The analysis of the data used is a linear regression analysis assisted by the SPSS program. The results obtained are 1) attitudes towards the teaching profession significantly influences the teaching skills of teachers candidates of Geography; 2) interest in becoming a teacher significantly influences the teaching skills of teachers candidates of Geography; 3) attitudes towards the teaching profession and interest in becoming a teacher together have a significantly influences the teaching skills of teachers candidates of Geography. Keywords: attitudes toward the teaching profession, interest in becoming a teacher, students teacher candidates, teaching skills.

Nordic Student Teachers’ Evaluation of Educational Theory, Subject Didactics, Practice Training, Time on Task and Turnover Intentions

Chapter

Full-text available

Mar 2023

This chapter compares the quality of aspects of teacher education in the Nordic countries. Scandinavian countries employ nationwide surveys in higher education that provide essential information for education authorities of each country; these measurements are used in public sector debates concerning teacher education, and in individual teacher education environments. The results from these measurements can be used for benchmarking. This chapter compares the quality of various aspects of teacher across Nordic countries via a survey of student teachers. We collected data from all Nordic countries using similar surveys that were translated into the various Nordic languages by native speakers. All student teachers who participated in the study were in the final phase of their teacher education programme. Student teachers’ evaluations of educational theory, subject didactics, practice training, time-on-task, as well as several motivation categories were examined. The analyses show several similarities. However, the biggest difference between average scale values is found between the Danish and Finnish data sets. There is a standard deviation in difference in favour of Denmark between the relevance of educational theory teaching experienced in Denmark and Finland. Further, the time on task in Danish teacher education is far higher than in the other Nordic countries.

Role of OCB and demographic factors in the relationship of motivation and employee performance GREEN INNOVATION ADOPTION MEDIATED BY LEGISLATION ON ENVIRONMENTAL PERFORMANCE: THE CASE OF GAMBIA SMES View project Article The effect of HR sustainability practice to employee productivity in SMEs Malaysia View project Intangible Capital Role of OCB and Demographic Factors in the Relationship of Motivation and Employee Performance

Article

Full-text available

May 2022

Purpose: This research seeks to broaden the study by investigating the interplay of organizational citizenship behaviour (OCB) and demographic factor (gender and organizational tenure) on the motivation and employee performance relationship. Design/methodology/approach: Multiple linear regression was used to test the relationship between motivation (intrinsic and extrinsic) and employee performance among (n=368) lecturers in Malaysia. To test the mediating effect of OCB, path analysis was employed. Furthermore, the demographic factors (gender and organizational tenure) was tested using the moderated multiple regression analysis. Findings: Significant differences in explaining the variance of employee performance was found between intrinsic motivation and extrinsic motivation. In addition, OCB was found perfectly mediating the relationship of extrinsic motivation and employee performance, however, OCB was found partially mediating the relationship between intrinsic motivation and employee performance. Furthermore, gender and organizational tenure do not show any moderate results in the relationship between OCB and employee performance.-425-Intangible Capital-http://dx.doi.org/10.3926/ic.435 Research limitations/implications: Study limitations (e.g. cross-sectional research design and biasness) and future opportunities are outlined. Practical implications: Argues that the suitable type of motivation in explaining the variances of employee performance. Also, identifies the important of OCB between the motivation and employee performance relationship, thus gender and organizational tenure were not significant to OCB and employee performance relationship. Social implications: HR can help an organization to succeed, provided that the suitable motivations are adopted to monitor lecturer performance and helping behavior. In addition, HR should not emphasize too much of gender and organizational tenure to justify the lecturer performance as the findings show insignificant relationship. Originality/value: This paper identifies and discusses the types of motivation that explain higher variance of employee performance and how OCB play role as mediator in the motivation and employee performance relationship. In addition, the moderating effect of gender and organizational tenure were also discussed. This is the first attempt to include all the variables in the same theoretical framework.

Who are the music student teachers in Norwegian generalist teacher education?

Article

Full-text available

Dec 2021

This study is based on data from a national survey of generalist student teachers specialising in music in the new five-year primary and lower secondary school teacher education programme in Norway. The study aims to map students’ backgrounds, experiences of the educational programme and visions for their future practice as generalist music teachers in schools. The theoretical perspective is cultural-historical activity theory (CHAT). The findings suggest that generalist teacher education music programmes reproduce patterns of inequality. These patterns should be addressed in the future development of the programmes; however, the current lack of diversity may inhibit conditions for transformation and change.

High School Agriculture Teachers' Intentions to Continue Teaching

Article

Full-text available

Jan 2020

A descriptive survey study was used to examine factors that influence high school agriculture teachers' intentions to continue teaching in Iowa. The online questionnaire was administered to 252 agriculture teachers, and 119 teachers completed the survey. A four-point Likert-type scale was used to measure agriculture teachers' intentions to continue teaching. The overall mean and standard deviation is 2.64 (.64) for the eight influential factors, which indicates that these factors slightly influenced teacher intentions to continue teaching. The multinomial logistic regression model using the stepwise forward method was used to predict the likelihood of individuals' plans to continue teaching. The model was statistically significant (χ 2 = 39.97; p = 0.01), and the following significant, influential factors can explain 31 percent (Pseudo R2=.31) of the variance: teacher recognition (p=.001), teaching as a right career (p=.035), family expectation of staying (p=.035) and teaching makes oneself feel good (p=.040). Findings from this study support evidence from previous research that reported teachers with strong self-esteem and belief that teaching is the right career for them and will remain longer in the profession.

GENDER VARIATIONS IN NORWEGIAN PRE-SERVICE TEACHERS' MOTIVATIONAL ORIENTATIONS

Article

Feb 2015

Pre-service teachers’ gender and its associations with motivational orientations are under-researched issues. This study, therefore, used a survey methodology to research gender variations in the motivational orientations of pre-service teachers in general. The research clearly shows that male pre-service teachers are less motivated than their female counterparts and have higher levels of disillusion motivation. Female pre-service teachers are more influenced by teacher role models and show higher levels of intrinsic motivation and self-efficacy in classroom management. Males seem to internalize external academic pressure to a lesser extent. Further research is needed to better understand these significant findings. The conclusion is that interactions between gender and pre-service teachers’ motivational orientations need to be further explored and explicitly addressed by teacher educators. Key words: pre-service teachers, gender; motivational orientations; self-efficacy.

Conceptualizing Teacher Motivation in Physical Education: Integrating Self-Determination Theory and Occupational Socialization Theory

Article

Mar 2025

Teacher motivation is a temporal, fluctuating, and malleable psychological construct that varies across time, situations, individuals, and even within a person. To date, no framework is available to understand physical education teacher motivation across various socialization phases. The purpose of this paper was to propose a conceptual framework for career-long teacher motivation in physical education. We conceptualized the framework by incorporating the three-phase teacher socialization from occupational socialization theory into the motivational process and outcomes of physical educators based on self-determination theory. The career-long teacher motivation in physical education framework provides a comprehensive model for exploring teacher motivation spanning different stages-prospective, preservice, and in-service teachers-and explicating how past socialization experiences, both directly and indirectly, contribute to the formation and development of motivation in in-service physical educators. We conclude with a discussion suggesting a systematic approach encompassing macro-, meso-, and micro-level endeavors for enhancing teacher motivation and well-being.

An activity theory perspective on foreign language teaching enjoyment

Article

Mar 2025
LANG TEACH RES

Foreign language teaching enjoyment (FLTE), a recently conceptualized notion of language teachers’ positive emotion, has received a burgeoning interest in positive psychology studies and in the field of second language teaching research. However, due to the pure novelty of the concept of FLTE and the excessive reliance on quantitative research methods in capturing its correlates, the way FLTE can be influenced by contextual work-related factors remains far from being comprehensively understood. There are a multitude of challenges jeopardizing positive emotions in the workplace for teachers of English as a foreign language (EFL). Accordingly, being enlightened by an activity theory perspective, our qualitative study, aimed to unravel the factors that boost/diminish FLTE among 10 EFL teachers. The data were collected through narrative frames and semi-structured interviews and were analysed via MAXQDA 2020. Thematic analysis revealed nine major themes regarding the sources of developing FLTE. In addition, eight major factors reduced FLTE levels among Iranian EFL teachers. The study concluded that an activity system with a supportive work environment could help EFL teachers enjoy their profession despite the work-related hurdles. The findings demonstrated that learners, colleagues, institutional principals, parents, rules and regulations, teaching materials, division of labor, and objects define EFL teachers’ perceived FLTE. The study implies that teacher education initiatives should explicitly focus on creating a supportive, positive work environment.

Dimensiones de la autorregulación docente: interés intrínseco y orientación a la meta

Article

Full-text available

Jan 2025

Este estudio comparó el interés intrínseco y la orientación a la meta de dominio en docentes, según características sociodemográficas durante el retorno a clases presenciales después de la pandemia COVID-19. Se utilizó un diseño descriptivo correlacional transversal. El cuestionario fue respondido por 157 docentes de escuelas secundarias en Chile. Los resultados mostraron una relación significativa y positiva entre interés intrínseco, orientación a la meta de dominio; no existió diferencia significativa en estas variables regulatorias según sexo y tipo de contrato; los docentes con más de 10 años de experiencia presentaron mayores niveles interés intrínseco que docentes con menos años de experiencia, no existió diferencia significativa entre la variable orientación a la meta y años de experiencia. Se requieren más estudios para identificar factores intervinientes que influyan en el interés intrínseco y orientación a la meta del profesorado y consecuentemente permiten mejorar estas variables por medio del modelado en sus estudiantes.

The Role of Self-Efficacy in Improving Student Academic Motivation

Article

Oct 2023

This study aimed to re-examine the role of self-efficacy in encouraging student academic motivation. Academic motivation is needed for academic achievements and learning satisfaction. One factor that can encourage academic motivation in students is self-efficacy. Theoretical gaps related to the positive and negative influence of self-efficacy factors on academic motivation and testing the role of self-efficacy on student academic motivation encouraged this research to be held. The study used structural equation modeling covariance analysis. This study used a modification of the academic motivation scale (AMS-C 28) College (CEGEP) the self-efficacy for learning students’ form (SELF-A) that has been valid and reliable. The results stated that self-efficacy does play a role in increasing student academic motivation. Keywords: Self-efficacy, Academic motivation, Student

A longitudinal study investigating the role of basic psychological needs and autonomous motivation in explaining students' achievement and dropout from teacher education

Preprint

Full-text available

Jun 2024

This pre-registered longitudinal study investigated the relations between basic psychological need satisfaction and motivational quality and objective measures of achievement and dropout, to extend principles of self-determination theory in the classroom to modelling of psychological need satisfaction alongside long-term objective academic outcomes. Participants were first-year and fourth-year student teachers in Norway, a demographic known for having high attrition rates. Unexpectedly, we found that autonomous motivation and amotivation were negatively related with achievement, whereas gender (males) and previous grades were positively related with it. Controlled motivation and gender (males) was, conversely, positively related with remaining on the study program. As expected, amotivation was related with dropout. Finally, the effect of autonomous motivation on remaining in education was mediated by basic psychological needs, suggesting that autonomous motivation indirectly reduces dropout through the satisfaction of the basic needs. We discuss the limitations of our study and implications for future research.

Effective Teacher Professional Development and Its Influencing Factors: A Cross-National Comparison of the United States, China, Finland, and Singapore

Article

May 2024
J TEACH EDUC

The promotion of effective teacher professional development (ETPD) is a critical issue in the field of teacher education. The present study investigated how ETPD is affected simultaneously by teacher- and school-level factors across the United States, China, Finland, and Singapore. The data were drawn from the Teaching and Learning International Survey (TALIS 2018) and analyzed using a hierarchical linear model. Findings showed that scores on social utility motivation to teach, self-efficacy in student engagement, and school participative climate were positively and significantly correlated with scores on ETPD across the four countries. It was concluded that gender, education background, teaching experience, personal utility motivation to teach, teacher self-efficacy in classroom management, and teacher–student relations made significant, yet inconsistent, differences in ETPD in the four countries. Motivating teachers to teach and creating a democratic, participatory, and caring school culture may be important measures to promote effective professional development of teachers globally.

Teaching Styles and Self-Efficacy as Burnout Predictors among Teachers in Arab Schools in Israel

Article

Full-text available

Apr 2024

Mapping innovation in educational contexts: drivers and barriers

Article

Jan 2024

Mapping Innovation in educational contexts: drivers and barriers

Article

Jan 2024

The present demand for school transformation considers innovation a tool that operates in a triangle of strengths: leadership, school cultures, and school accountability. Considering the growth and diversification of literature on this subject, we propose discussing the factors influencing innovation. This article exposes a literature review focused on the systematisation of factors that foster or inhibit innovation, presenting a qualitative classification sustained on two main criteria: organisational capital and professional capital. The built typology harmonises criteria concerning innovation’s functional, strategic, relational, behavioural, and environmental aspects. Additionally, it aims to fulfil an epistemic, phenomenological, and propositional purpose. The typology congregates a scheme of constructs that integratively systematise and organise 118 factors described in the literature that influence the school’s organisation.

Student Teacher Experiences of the Teaching Practicum in an Initial Teacher Education Programme in the Western Cape

Chapter

Full-text available

Dec 2023

Teaching practicum effectiveness is determined by several factors: adherence to the norms and standards that govern acceptable school-based-student teacher practicum assessment and student teacher assignment to teaching schools, as prescribed under the teaching school-university partnership practicum model. At the heart of the teaching experience are two relationships: one between mentor teachers and student teachers and the other between teacher educators and student teachers in assessment of their practices. Assessment plays a multifaceted role in supporting the process of learning, in judging student achievement in relation to course requirements, and in maintaining standards of the profession. As enacted in the teacher program, assessment assists teacher educators in the formative and summative evaluation of student teachers when assigned for the practicum in teaching schools. A qualitative research phenomenological case study design, targeting 10 student teachers who completed their teaching school-based practicum after a four-year BEd foundation phase program, was adopted to explore student teacher experiences of school-based assessment. To substantiate the findings, qualitative data were collected through biographical forms, semi-structured interviews, teaching practicum portfolios, and the Teaching Practicum Manual for Sessions 1 and 2 as implemented by a selected university offering an initial teacher education (ITE) program with practicum mentorship. Content and thematic analyses were used to identify themes, with a series of common themes identified based on empirical, theoretical, and policy findings, to determine the impact of the existing practicum approach, a practicum assessment model, on student teacher levels of readiness to teach. Not all student teachers received the expected assessment experience. Several student teachers felt that the way the formative and summative evaluation processes were conducted and the feedback from the teacher educators based on only two visits were insufficient for fair performance evaluation over the 8–12 weeks of school practicum, although they regarded evaluator visits as helpful for reflection, grading, nurturing and a fair critique of their performance. Student teachers indicated to have gained considerable knowledge to improve lesson delivery and classroom management.

The affordances of ethnomathematical perspectives in pre-service Mathematics teacher education at selected universities in South Africa

Thesis

Full-text available

Jun 2023

Koena Mabotja

The rationale for this study was to investigate the affordances of ethnomathematical perspectives in pre-service mathematics teacher education at selected universities in South Africa. Over the past decades, researchers have shown that mathematics teachers lack awareness of ethnomathematics approaches and how they can be integrated into the classroom. Among the possible reasons for the teachers’ insufficient pedagogical knowledge in ethnomathematics is that pre-service mathematics teacher education is not adequately preparing student teachers in ethnomathematics. Consequently, the study sought to answer the research question: What are the affordances of ethnomathematical perspectives in pre-service mathematics teacher education? Through this question, the study explored, among others, teacher educators’, an expert’s and student teachers’ understanding and perceptions of ethnomathematics, and how mathematics education modules prepare student teachers for ethnomathematics. Furthermore, the ethnomathematics intervention was conducted to scaffold, and enhance student teachers’ professional development through practical ways in which they can integrate ethnomathematics in their prospective classrooms. The study adopted a multiple case study, which involved a total of 24 participants (6 teacher educators, an ethnomathematics expert, and 17 student teachers) in pre-service mathematics teacher education from three selected universities in South Africa. Semi-structured interviews were employed to collect data from teacher educators, the ethnomathematics expert and student teachers. In addition, a pre-intervention questionnaire and focus group interviews were adopted to collect data from student teachers’ participants. Document analysis also served as a data collection method. Ethnomathematics intervention was used to scaffold student teachers’ professional development on ethnomathematics pedagogies. As a result of COVID-19 and time constraints, the intervention was conducted in one of the three selected universities. Engeström's (1987) third-generation Cultural-Historical Activity Theory (CHAT) was adopted in the second stage of data analysis to provide insight on challenges that either promote or prevent the integration of ethnomathematics. The findings of this study revealed, amongst others, that ethnomathematics may enhance learners’ understanding of abstract mathematics concepts; there is a lack of focus on ethnomathematics in pre-service mathematics education; and the need to prepare student teachers in ethnomathematics to change their mindset about the nature of mathematics. Further findings revealed that a lack of contextualised mathematics textbooks, technology approaches, and time constraints are some of the factors that could hinder effective integration of ethnomathematical perspectives in mathematics classrooms. With regard to technology approaches, it was found that the 21st century classrooms are characterised by learners who are technologically driven and, as such, using ethnomathematics may possibly be irrelevant to them. Recommendations for curriculum material development, pre-service and in-service mathematics teacher education; and future research in terms of intervention workshops and student teachers’ actual classroom practices were suggested.

The Mediating Role of Motivation to Teach in Burnout Levels and Attitudes toward the Teaching Profession of Prospective Teachers

Article

Full-text available

Jan 2023

This study aims to reveal the relationship between burnout levels, attitudes toward the teaching profession, and motivation to teach in prospective physical education and sports teaching. Accordingly, the mediating role of motivation to teach in the relationship between burnout levels and attitudes toward the teaching profession of prospective teachers was investigated. The data of the study were collected online from 685 prospective teachers who studied in the field of sports education in 12 state universities in Turkey. The data were collected by using “Burnout,” Attitudes toward Teaching Profession,” and “Motivation to Teach” scales. Path analyses were conducted to test the direct prediction power of burnout and motivation to teach on the attitudes toward the teaching profession and the indirect prediction power of burnout on attitudes toward the teaching profession through motivation to teach. In conclusion, it was determined that burnout negatively predicted attitude toward the teaching profession and motivation to teach in a significant way, while motivation to teach predicted attitude toward the teaching profession positively in a significant way. Furthermore, it was determined that the negative effect of burnout on the attitude toward the teaching profession was reduced by the mediating role of motivation to teach.

Exploring teachers’ social goal orientations with the job demands-resources model

Article

Full-text available

Aug 2022
CURR PSYCHOL

Positive teacher-student relationships are recognized as critical social resources for promoting dyadic well-being and adaptive instruction. However, there is scarce research on the relationship between teachers’ motivation for connecting with students and teachers’ psychological adjustment. To explore the relationship, this study applied the job demands-resources model to investigate how teachers’ social goal orientations corresponded with their well-being, job satisfaction, and school commitment, with burnout and work engagement as mediating variables. Whereas teachers’ social mastery-approach goals (attempting to improve student relationship-building competencies) were expected to serve as beneficial psychological resources, their social work-avoidance goals (putting minimum effort into student relationships) were hypothesized to function as would detrimental occupational demands. Findings from mediational structural equation modeling of questionnaire responses from Canadian K-12 teachers (N = 154) showed teachers with stronger social mastery-approach goals to be more engaged and, in turn, report greater well-being, job satisfaction, and school commitment. In contrast, teachers with stronger social work-avoidance goals reported less work engagement that was further associated with lower well-being and job satisfaction, as well as greater burnout and, in turn, poorer job satisfaction. Implications concerning teachers’ interpersonal appraisals and psychological health initiatives were discussed.

Motivaciones para la Elección de la Profesión Docente: el caso de un programa de acceso temprano a pedagogía en Chile

Article

Full-text available

Jun 2022

El artículo presenta resultados de una investigación que tuvo como objetivo, caracterizar las motivaciones que declaran estudiantes de un programa de acceso temprano, para elegir la carrera docente como opción profesional. La investigación se desarrolló desde una metodología cualitativa, considerando la entrevista semi-estructurada como fuente de producción de información y la condensación de significados, como método de análisis. La información recabada permite, desde la distinción de las motivaciones intrínsecas y extrínsecas, el levantamiento de cinco categorías de sentido. Para el caso de las motivaciones intrínsecas: el valor social de la profesión docente, la realización personal asociada a la enseñanza e interés por una disciplina escolar. Desde las motivaciones extrínsecas, los beneficios de la profesión docente y la academia como aspiración profesional. También el estudio permite concluir que los componentes motivacionales intrínsecos poseen una mayor densidad en la elección de la profesión docente. La información recabada permite, desde la distinción de las motivaciones intrínsecas y extrínsecas, el levantamiento de cinco categorías de sentido. Para el caso de las motivaciones intrínsecas: el valor social de la profesión docente, la realización personal asociada a la enseñanza e interés por una disciplina escolar. Desde las motivaciones extrínsecas, los beneficios de la profesión docente y la academia como aspiración profesional. También el estudio permite concluir que los componentes motivacionales intrínsecos poseen una mayor densidad en la elección de la profesión docente.

Motivation to Choose the Teaching Profession: the case of early access to the pedagogical program in Chile

Article

Full-text available

Jun 2022

The article presents results of an investigation which aimed to characterize the declared motivations of students from an early access program, to choose the teacher career as a professional option. The research was developed from a qualitative methodology, considering a semi-structured interview as a source of information and condensation of meanings as a method of analysis. The information collected allows, from the intrinsic and extrinsic distinction of motivations, the construction of five meaning categories. In the case of intrinsic motivations: the social value of the teacher career, the personal fulfillment associated with teaching, and interest in school discipline. From extrinsic motivations, the benefits of the teacher career and the academy as a professional aspiration. The study also allows us to conclude that the intrinsic motivational components have a higher density in the teacher carrer choice. Keywords Pedagogy; Teacher Training; Motivations; Early Access Programs

Techers' Emotional Intelligence and Burnout

Article

Full-text available

Apr 2022

Keywords Abstract Teacher burnout Teacher emotional intelligence Seniority Age Branche The purpose of the study was to examine the predictive power of Turkish teachers' sub dimensions of emotional intelligence, gender, education, professional education, seniority, and age for sub dimensions of teacher burnout. Participants consisted of 536 teachers from Şanlıurfa, Turkey. Participant ages ranged from 20 to 51 years. Participants responded to the Turkish version of the Maslach Burnout Inventory-Educator Survey, and EQ-NED which was developed by Ergin, Işmen, and Özabacı (1999) to measure teachers' emotional intelligence. Stepwise regression analyses were conducted for each sub-dimension of teacher burnout. Results revealed that three sub dimensions of EQ (perception of own feelings POE, understanding others' feeling UOE, regulating emotions RE), teaching branches and years of experience explained 13.9% of the variance in emotional exhaustion. RE, UOE and POE explained 21.7% of the variance in depersonalization. Finally, RE, ages and teachers' branches explained 36.9% of the variance in personal accomplishment. Accordingly, implications and contributions are discussed.

Beginning student teachers’ motivations for becoming teachers and their educational ideals

Article

Apr 2022

Research on beginning student teachers’ motivations for becoming teachers has shown that they want to contribute to the lives of their students and to society; however, few of these studies have addressed beginning student teachers’ views on what education is for in relation to the development of both their future students and society. To examine their motivations and ideals, we conducted a survey among 498 secondary student teachers of history and English language at three Dutch teacher education institutes. The student teachers entered a four-year bachelor programme. The results of the factors influencing teaching (FIT)-choice scale show that motivations representing social utility value were rated the highest. Regarding social development, the highest-rated ideals were autonomy and social commitment, and of the ideals focussed on qualification, subject matter knowledge was rated the highest. We found some differences in motivation between student teachers of history and those of the English language; for example, the former’s subject matter motivation was higher than that of the latter. A correlational analysis revealed significant moderate correlations between motivations and educational ideals. In the discussion, we address the implications of our findings for teacher education.

The study of biology practicum model in institute of teacher education (ITE)

Article

Full-text available

Oct 2021

Practicum activities are inseparable components in learning biology. This research aims at revealing variety of practicum models designed by lecturers and the factors that influence their decisions to implement particular practicum models in their biology learning in ITE. The research was conducted for two semesters, involving 72 lecturers in 6 ITEs in Jember and Malang, Indonesia. The data were collected using interview method and document analysis. The results of this research revealed that the practicum model commonly implemented by the respondents were cooking recipe based practice model. This research also revealed that the current practicum structure does not have much development or difference from the practicum structure found in the previous studies. Although this practicum model has several disadvantages, the cooking recipe based practice model results in relatively good achievement of biology learning outcomes.

Neither Fully ‘In’, Nor Completely ‘Out’ of the Field: The Case of Teaching Mathematics as a Second Subject in Poland

Chapter

Feb 2022

In this chapter, we present a Polish perspective on the phenomenon of out-of-field teaching. The group that we refer to are teachers with expertise in teaching different school subjects who have decided to start teaching mathematics as a second subject. In Poland, these teachers typically are required to complete pedagogical qualifying non-degree postgraduate studies, which currently last for at least three semesters. We report data collected among a group of 160 teachers who have completed such studies. The goal of our study was to determine the motivating factors standing behind teachers’ choices. We wanted to know both why they have decided to complete pedagogical qualifying postgraduate studies and why they have chosen mathematics as the discipline. While research on teachers’ motivation shows the prevalence of intrinsic motivation in teachers entering the profession, we found that for teachers who begin teaching a second subject, the contribution of extrinsic motivation is significant.KeywordsPostgraduate studiesTeachers’ qualificationsTeaching mathematics as a second subject

Pre-Service Teachers' Motivation to Teach: A Mixed-Method Study - Öğretme Motivasyonu

Article

Full-text available

Jan 2022

Melih Dikmen

The aim of this study is to determine the teacher candidates' teaching motivation. In accordance with the nature of the study, the research was carried out according to the mixed method in which quantitative and qualitative data tools were used together. The research was carried out in an explanatory sequential design as a way of mixed methods. While the quantitative method of the research was designed according to the survey model, the phenomenology design was used in the qualitative method. While the quantitative dimension of the study was carried out with 329 pre-service teachers studying at the Education Faculty of a university in Turkey, the qualitative dimension was carried out with 15 pre-service teachers who were determined with the maximum sampling of diversity from this sample. The Teaching Motivation Scale, developed by Kauffman, Yılmaz-Soylu, and Duke (2011), adapted to Turkish by Güzel-Candan and Evin-Gencel (2015), was used to collect the quantitative data of the study. In addition, the personal information form developed by the researcher was used to collect the demographic characteristics of the participants in the study. In the qualitative part of the study, a semi-structured interview form was used to determine the factors affecting teacher candidates' teaching motivation. The quantitative findings of the study showed that teacher candidates' teaching motivation was at a high level. İn addition, it was determined that teacher candidates' teaching motivations differed significantly according to their gender, the programs they studied, and the class level. The qualitative results of the study showed that the positive factors affecting the teaching motivation of the teacher candidates were more than the negative ones. In this regard, it can be said that the quantitative and qualitative findings overlap. Based on the findings of the study, some recommendations for future research were presented.

Digital Footprint in the Educational Environment as a Regulator of Student Vocational Guidance to the Teaching Profession

Article

Sep 2021

Аbstract. The article is devoted to the digital footprint in education as a method of improving the career guidance of students of pedagogical higher education at all stages of their theoretical and practical training. The article discusses approaches to students’ career guidance and pedagogical orientation based on the analysis of their digital footprint in the learning environment and external resources. The review of researches in collecting, analysing and interpreting students’ digital footprint and in career guidance of future teachers is provided. Moreover, the article outlines preliminary adjustments to the concept of vocational guidance to the teaching profession in a digital learning environment. The authors analyse the possibility of using the technology of fixing and interpreting various digital data to manage the process of gradual development of career guidance grounded in the actualization of pedagogical orientation. As a result, the authors conclude that the use of digital footprint brings the process of students’ vocational guidance to the teaching profession to a new quality level by regulating the pedagogical orientation of future teachers and identifies areas of their professional interests and motives in order to individualize professional training. The practical result is a section «Vocational guidance» in the personal account of the pedagogical university student.

Emotional Intelligence, Learning Motivation and Inclusion Ability among Arab Minority Special Education Teachers in Israel

Article

Full-text available

Sep 2021

This study examined the relationship between special education teachers'emotional intelligence and the learning motivation of stu- dents with specific learning disorders, moderated by the teachers' inclusion ability in regular education in Arab minority in Israel. The research setup is quantitative-correlative. The sample included 406 special education teachers (128 male and 278 female) in elementary and middle schools. The participants were asked to answer the following self-report questionnaires: sociodemographic back- ground data, emotional intelligence, learning motivation, and a school inclusion index. The findings indicated significant positive relationships between emotional intelligence, school inclusion abil- ity and learning motivation among the students from the teachers' viewpoint. In addition, the school inclusion variable was a modera- tor between the teachers' emotional intelligence and the learning motivation of the students with specific learning disabilities. Also, differences were found in the teachers' emotional intelligence and school inclusion ability on the demographic variables: age, gender, role and teaching experience. The necessary conclusion indicated that intelligent use of emotion and inclusion ability predict the learning motivation among students with specific learning disorders.

Öğretmen Adaylarının Öğretme Motivasyonu: Bir Karma Yöntem Çalışması

Article

Full-text available

Aug 2021

Melih Dikmen

Bu araştırmanın amacı öğretmen adaylarının öğretme motivasyonlarını incelemektir. Araştırmada çalışmanın doğasına uygun olarak nicel ve nitel veri araçlarının birlikte kullanıldığı karma yönteme göre yürütülmüştür. Araştırma, karma tasarımlardan açımlayıcı sıralı desen dâhilinde gerçekleştirilmiştir. Bu desende nicel sonuçların açıklanması için nitel yöntemler kullanılmaktadır. Nicel yöntem, ilişkisel araştırma modelinde tasarlanırken, nitel yöntemde olgubilim (fenomoloji) deseni kullanılmıştır. Araştırmanın nicel boyutu Türkiye’deki bir üniversitenin Eğitim Fakültesinde öğrenim göre 329 öğretmen adayı üzerinde yürütülürken, nitel boyutu bu örneklemden maksimum çeşitlilik örneklemesiyle belirlenmiş 15 öğretmen adayı üzerinde yürütülmüştür. Araştırmanın nicel verilerini toplamak amacıyla Kauffman, Yılmaz-Soylu ve Duke (2011) tarafından geliştirilmiş olup, Güzel-Candan ve Evin-Gencel (2015) tarafından Türkçeye uyarlanan Öğretme Motivasyonu Ölçeği ile araştırmacı tarafından geliştirilen kişisel bilgi formu kullanılmıştır. Araştırmanın nitel kısmında ise tek sorudan oluşan ve öğretmen adaylarının öğretme motivasyonlarını etkileyen etmeleri belirlemek için yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmanın nicel bulguları öğretmen adaylarının öğretme motivasyonlarının yüksek olduğunu göstermektedir. Bununla birlikte öğretmen adaylarının cinsiyetlerine, öğrenim gördükleri programlara ve sınıf düzeyine göre öğretme motivasyonlarının anlamlı düzeyde farklılaştığı belirlenmiştir. Araştırmanın nitel sonuçları ise öğretmen adaylarının öğretme motivasyonlarını etkileyen olumlu etmenlerin olumsuzlara göre daha fazla olduğunu göstermiştir. Bu bağlamda nicel ve nitel bulguların birbiriyle örtüştüğü söylenebilir. Araştırmada öğretmen adaylarının öğretme motivasyonlarının belirlenmesi ve motivasyonlarına etki eden faktörlerin ortaya çıkarılması ve olumsuz etmenlerle mücadele etmek amacıyla gelecekte yapılacak araştırmalara bazı öneriler sunulmuştur.

Movilidad de profesores principiantes: una revisión sistemática de la literatura

Article

Full-text available

Apr 2021

Alessandra Diaz-Sacco

Se sistematizan los principales hallazgos empíricos relativos a los factores relacionados a las decisiones de movilidad de profesores principiantes. Se considera el período comprendido entre 1999 a 2019 para la selección y análisis de 46 artículos. Se establecen dos grandes categorías para sistematizar los aportes de las investigaciones examinadas. La primera incluye aquellos asociados a factores contextuales, tales como: gestión escolar; condiciones laborales; oportunidades de desarrollo profesional, apoyo y colaboración a nivel escolar. En la segunda, se consideran los hallazgos asociados a factores personales, tales como: la relación con los estudiantes, la percepción de autoeficacia y vivencia de eventos positivos; la resiliencia del maestro, el manejo de la carga laboral y la perseverancia; la formación inicial docente. En base a esta revisión se sugiere robustecer los marcos teóricos desde los cuáles se aborda la temática y generar investigación más comprehensiva e integrada, que considere no solo factores de abandono, rotación o permanencia de los maestros principiantes de forma aislada, sino que avance hacia la identificación de condiciones que permitan perseverar a los docentes en sus puestos de trabajo, bajo condiciones de satisfacción y desarrollo profesional permanentes.

Identidad Profesional del Profesorado de la Modalidad de Educación para Personas Jóvenes y Adultas en Chile

Article

Jan 2024

In the face of the processes of school massification, new challenges emerge for states. Among these is the responsibility towards the population that does not complete their primary and secondary education. This special educational modality is known as “Education for Young and Adult People.” Facing this challenge, the teachers who work in this sector have a fundamental role. This article offers a characterization of the teachers working in these schools in Chile, emphasizing traditional dimensions of Professional Teacher Identity, as well as incorporating a dimension regarding Vocation. The results not only allow for a more precise understanding of the type of teacher working in these schools but also for the design of future public policies aimed at enhancing the teacher profile.

Organizational Climate and Innovative Work Behaviour: The Mediating Role of Workload and Teaching Motivation

Article

Full-text available

Dec 2024

Present study aims to investigate how workload and teaching motivation influence teachers in context of the relationship between the organizational climate, its dimensions, and the innovative work behavior exhibited by teachers in a university setting. The research sample comprised of 313 teachers from both public and private universities. Findings indicated that organizational climate has significant positive relationship with innovative work behaviour, and teaching motivation (overall), including extrinsic, intrinsic and subject matter motivation as well. Additionally, universities' organizational climate is also directly related with all types of teaching motivation. Further, workload has significant and positive relationship with extrinsic and altruistic motivation. In a comparison between public and private universities data, the private universities are significantly higher on organizational climate, teaching motivation (overall), extrinsic, intrinsic and subject matter motivations, and innovative behaviour as well. The study also highlighted the significant mediating roles of both the extrinsic and intrinsic motivation, emphasizing their importance in fostering teachers' intention to engage in innovative work behavior. The study results support the highly positive effects of organizational climate and teaching motivation in creating innovative work behaviour. The study suggests that promoting healthy organizational climate and moderate workload may enhance university teachers' motivation and consequently, the innovative work behaviour. The study findings may ultimately benefit the university teachers, their students and the organizations in particular, and the higher educational system and society in general.

Measuring the effects of motivation messages on STEM undergraduates’ interest in teaching

Article

Aug 2024
TEACH TEACH EDUC

Studying the Moderating Role of Academic Buoyancy in Relationship between Students' Intrinsic Motivation and their Academic Engagement in Farhangian University of Zahedan City

Article

Jan 2023

The present research aimed at studying the moderating role of academic buoyancy in the relationship between the students' intrinsic motivation and their academic engagement in the Farhangian university of Zahedan city. This study was a descriptive correlational research. The statistic population included 2410 students of Farhangian University of Zahedan city. 330 students were selected as the sample by applying simple random sampling method. To collect data, McCallie et al(1991) Intrinsic Motivation Inventory, Academic Engagement Questionnaire of Schaufeli et al. (2002) and, Martin and Marsh's (2006) questionnaire of Academic Buoyancy were applied. The questionnaire content validity was confirmed by 8 connoisseurs based on the content validity index and content validity ratio. Moreover, by applying Cronbach's alpha, the internal consistency of the questionnaires was estimated 0.907, 0.723 and 0.720, respectively. Furthermore, the results of correlation coefficient and structural equation model showed that the intrinsic motivation has direct influence on the academic engagement and buoyancy. In addition, the academic engagement has direct effect on the academic buoyancy. Moreover, the indirect influence of intrinsic motivation on the academic engagement by the moderating role of academic buoyancy has been a little more than its direct effect. Therefore, regarding this matter that the students' academic buoyancy leads to their academic engagement, the planning for the creation of academic buoyancy in the students of Farhangian University is suggested to be noticed.

TEACHERS’ PROFESSIONAL SKILLS AND THEIR CORRESPONDING SCHOOL CLIMATES: A COMPARATIVE ANALYSIS OF PROFESSIONALLY QUALIFIED AND NON-QUALIFIED TEACHERS

Article

Full-text available

Dec 2023

This research study gives a comparative analysis of professionally qualified and non-qualified teachers (PNQTs) regarding their professional skills and their relevant school climates. The quantitative, causal-comparative design was suitable to determine professional qualification as a cause of varying school climates. The data was collected from 112 teachers (56 PQT and 56 PNQT) and their 224 students from public schools of Punjab province. One observation sheet to measure teachers’ professional skills and one questionnaire on the Likert scale were developed to measure school climates. The observation sheet was derived from National Professional Standards for Teachers (NPSTs) in Pakistan and school climate was based on four domains given by Wang and Degol (2016). These instruments were validated by calculating CVI and reliability was ensured to greater than 0.7 Cronbach Alpha. Descriptive (Mean, SD) and inferential statistics (t-test and correlation) were employed for data analysis. The results revealed PQTs exhibit better skills under seven delimited standards of NPSTs including subject matter knowledge, human growth and development, Islamic and ethical practice, instructional planning, assessment, learning environment, and collaboration in schools than PNQTs. However, diversity has been found in the skills and school climates of PNQTs indicating a varying effect of professional qualification. There is enough empirical evidence that professional education may be a pre-requisite for teachers’ appointments in Punjab School Education Department.

Pre-service Curriculum and Perception of Prospective Student Teachers Towards Inclusive Education

Chapter

Mar 2022

International Teaching Motivation Research Hotspots and Trends—Based on CiteSpace Visual Analysis

Article

Full-text available

Jan 2023

金莉孙

Exploring the predictive influence of licensure examination results for beginning teachers’ performance: the case of the Philippines

Article

Full-text available

Oct 2023

Passing the Board Licensure Examination for Professional Teachers (BLEPT) is a major requirement for graduates to be accepted to teach in the Department of Education (DepEd). The holistic preparation of these teachers determines how well they perform in the field. This study investigated the relationship between the beginning teachers’ performance in the licensure examination and their results-based performance management system rating. The descriptive-correlational research design was used in this study. The data were systematically obtained from 2,680 teachers representing the 17 regions in the Philippines through a researcher-made survey instrument administered online from May to July 2022. Means and standard deviations described the BLET and RPMS performances. At the same time, hierarchical regression, path, and effect analyses were used to determine the impact of BLET performance, teaching experience, and college preparation on teaching performance. The beginning teachers with BEEd, BSEd, and DPE degrees received satisfactory BLEPT performance and a very satisfactory RPMS performance. Furthermore, the performance in General Education, Professional Education, and Specialization components predicted the RPMS performance of teachers who graduated from the BSEd degree program. College preparation impacted RPMS performance, while teaching experience in private and public schools showed different impacts in their teaching. Finally, the findings of this study show that the BLET performance of teachers impacts the RPMS ratings; hence, licensure exam results can predict teachers’ performance in public schools. The quality of teacher preparation influences the preservice teachers’ performance in the board licensure examination for professional teachers. Hence, it is recommended that teacher education institutions intensify their measures in preparing preservice teachers to pass the board licensure examination for professional teachers.

The Central Government-Funded Teacher Education Policy in China: Impacts on Career-Choice Motivation of Pre-service Teachers

Book

Oct 2023

Yi Liu

On the threshold of being a teacher: motivations and ideals of 116 Dutch student teachers

Article

Jul 2023

Newly qualified teachers: Tensions between needing support and being a resource. A qualitative study of newly qualified teachers in Norwegian upper secondary schools

Article

Jun 2023
TEACH TEACH EDUC

The relationship between emotional intelligence and the learning motivation of students with specific learning disorders moderated by the inclusion ability of special education teachers in Arab minority in Israel

Article

Full-text available

Oct 2022

This study examined the relationship between special education teachers'emotional intelligence and the learning motivation of students with specific learning disorders, moderated by the teachers' inclusion ability in regular education in Arab minority in Israel. The research setup is quantitative-correlative. The sample included 406 special education teachers (128 male and 278 female) in elementary and middle schools. The participants were asked to answer the following self-report questionnaires: sociodemographic background data, emotional intelligence, learning motivation, and a school inclusion index. The findings indicated significant positive relationships between emotional intelligence, school inclusion ability and learning motivation among the students from the teachers' viewpoint. In addition, the school inclusion variable was a moderator between the teachers' emotional intelligence and the learning motivation of the students with specific learning disabilities. Also, differences were found in the teachers' emotional intelligence and school inclusion ability on the demographic variables: age, gender, role and teaching experience. The necessary conclusion indicated that intelligent use of emotion and inclusion ability predict the learning motivation among students with specific learning disorders.

Examinning Stdents-Teachers’ inclination Towards Teaching Profession in Farhangian University of Kurdistan Province

Article

Full-text available

Nov 2019

Ebrahim Mohammadpour

The current study aimed to investigate stdents-teachers’ inclination towards teaching profession in Farhangian University of Kurdistan Province from 2015 to 2018. In this descriptive study, a total of 258 student-teachers (133 males and 125 females) from among 928 student-teachers were selected using stratified sampling method. The data were collected by using a researcher-made questionnaire in a five-point Likert type scale. The validity of the questionnaire was confirmed by employing contact validity index and expert views. The reliability of the questionnaire was assessed using the Cronbach’s Alph method (α= 0.99). The findings revealed that the interest of both male and female student-teachers was significantly higher than the hypotitical mean among the four cohorts. The mean scores of student-teachers interest in teaching profession before entering university for both groups was higher than the hypotitical mean. The trends of interests in continuing being teacher for male students for the four cohorts is increasing, while the trend for female students is fluctuating, meanwhile, the 2019 cohort, both male and female are different from the other cohorts.

Coping Strategies and Psychological Constitution of Pre-Service and In-Service Teachers

Article

Full-text available

Aug 2021

The study aims to investigate coping strategies used by pre-service and in-service teachers (N = 610) and correlations among coping strategies and psychological constitution variables of pre-service teachers (N = 349). Preferred coping styles differ across career levels but teachers in our sample choose mostly positive and productive coping strategies. Coping strategies classified as negative correlated negatively with psychological constitution variables.

German student teachers’ decision process of becoming a teacher: The relationship among career exploration and decision-making self-efficacy, teacher motivation and early field experience

Article

Sep 2021
TEACH TEACH EDUC

Teacher recruitment and retention remain a challenge, both in Germany and internationally. To help increase teacher retention rates, the current study investigated to what extent people’s choice for a teaching career reflects a well-founded career decision-making process (e.g., collecting information about teaching). Participants were 357 student teachers who completed different measures. Results showed that career exploration and decision making self-efficacy, its sources, emotional support, field experience, and teacher motivation jointly interact to determine teaching career decidedness and future teacher self-efficacy. Implications for recruitment programs as well as for future research on people's choice for becoming a teacher are discussed.

Comenzar y permanecer Narrativas de dos docentes de escuelas con alto índice de vulnerabilidad

Article

Full-text available

Jan 2021

Alessandra Diaz-Sacco

More than 40% of Chilean teachers leave the profession during the first years of their professional practice. Also, when considering environments of greater vulnerability in schools, this problem is exacerbated. In this context, this study proposes an approach to the permanence experiences of two beginning teachers who work in Chilean schools with high vulnerability rates. Based on an ecological approach of the teacher agency it was possible to enter into an understanding of such experiences in a multidimensional and integrated manner. The study uses a biographical narrative approach that puts the experience of permanence at the center of the analysis. Based on the narratives of Andrea and Ignacio, a continuous network of decisions is evidence that leads them to remain in their schools, which is not exempt from moments of discontinuity and questioning.

The Place of Practicum in Pre-Service Teacher Education - The Voice of the Students

Article

Full-text available

Jan 2005
ASIA-PAC J TEACH EDU

The call to teach: Identifying pre-service teachers' motivations, expectations and key experiences during initial teacher education in Australia and the United Kingdom

Article

Full-text available

Jan 2005
ENGL AUST

Teacher Education Programs as Sites for Teacher Education

Chapter

Full-text available

Jan 2008

Teacher Stress? An Analysis of Why Teachers Leave and Why They Stay

Article

Full-text available

Oct 2000

In 1978, teacher trainees who were undertaking a postgraduate teaching diploma at the Sydney Teachers' College were invited to participate in a longitudinal study, and 156 of the original 170 cohort subjects have provided full data on work, social networks and patterns of illness, and completed self-report measures at 5-yearly intervals since 1978. Cohort subjects were divided into 'teaching' groups (those whom stayed teaching) and 'not teaching' groups (those whom left). Results indicate that the majority of the 'not teaching' group left within the first 5 years of teaching, with self-rated social desirability predicting teacher retention in 1983. Those who were still teaching in 1993 were younger and had a more positive view of teaching prior to commencement in 1978, as evidenced by preference to remain in teaching, seeing it as more enjoyable and greater exposure to a positive role model. The cohort seemed to have preconceived ideas about teaching prior to entering into the classroom and these ideas influenced their decision; however, there is still a need to consider personality style when assessing reasons for teacher retention.

'It has always been my dream': Exploring pre-service teachers' motivations for choosing to teach

Article

Full-text available

Mar 2006
Teach Dev

This article reports on an investigation into the motivations of a cohort of pre‐service teacher education students, undertaking a five‐year, full‐time combined undergraduate and initial teacher education degree program at the University of Sydney, Australia. Participants completed an extensive questionnaire which sought to gather data on the characteristics of the cohort; the factors that influenced their decision to undertake a teaching degree; their educational and work backgrounds; their perceptions of teaching, teachers and students; their expectations of teaching as a career; and their professional goals. The study found that a majority of participants made the decision to teach based on reasons that reflect personal aspirations to work with young people to make a difference in their lives; to maintain a meaningful engagement with the subject area they were drawn to; and to attain personal fulfilment and meaning. The study found that more than two‐thirds of the sample intended teaching for at least 10 years after being appointed. The article explores the implications of the findings for early career teacher satisfaction, teacher retention and early career teacher attrition.

Change-of-career secondary teachers: Motivations, expectations and intentions

Article

Full-text available

Nov 2008

In New Zealand there is an increasing trend for people with prior occupational experiences to enter secondary teaching. At a time when the media is continually questioning the status and capability of the teaching profession, we explore what or who motivates people to change their occupational paths and enter the teaching profession. Our sample of 68 newly qualified change‐of‐career teachers reported multiple factors related to their decision to pursue teaching. The matrix of reasons involved a range of “push and pull” factors related to previous work and family experiences, values and task expectancies. Three cluster groups of teachers – “Looks Good”, “Time is Right” and “Teaching is Me” – were developed to illustrate the relative influence of different combinations of reasons. We looked at how these teachers' motivations and prior experiences impacted on early and long‐term career expectations and intentions.

Between Pragmatism and Legitimacy: Developments and Dilemmas in Teacher Education in the Netherlands

Article

Full-text available

Dec 2000

In this paper, we describe how the shortage of teachers accelerates the development of Dutch teacher education in a more competence- and school-based direction. We address three themes. First, we note that Dutch teacher education institutes are taking initiatives to develop competence-based curricula and assessment. However, until now these developments have had a weak foundation. Secondly, it is clear that schools are developing and carrying out teacher improvement plans, but that student teachers are seldom part of these plans. Thirdly, the teacher educators in schools cannot meet the professional standards yet. Teacher educators in teacher education institutes also need time and support to adapt to new circumstances. However, there are promising developments in the right direction.

Student teachers' motivation to become a secondary school teacher in England and Norway

Article

Full-text available

Oct 1999
Teach Dev

This study sought to explore the reasons given by student teachers in influencing their choice to become a secondary school teacher. Some 105 student teachers in Stavanger and 112 student teachers in York completed a questionnaire at the beginning of their postgraduate teacher training course. Twelve student teachers from each sample were then interviewed. Both groups reported being strongly influenced by enjoying the subject they would teach, liking to work with children, and the fact that teaching would enable them to use their subject. This is broadly in line with other studies. However, there was tendency for more of the student teachers in the York sample, compared with the Stavanger sample, to place value on ‘wanting to help children succeed’ and ‘liking the activity of classroom teaching’; conversely, there was a tendency for more of the student teachers in the Stavanger sample, compared with the York sample, to place value on ‘long holidays’ and ‘social hours’. These tendencies may in large part be accounted for by the fact that more of the Stavanger sample were already teaching, were older and had family commitments.

Teacher Preparation Research: An Insider's View from the Outside

Article

Full-text available

May 2002
J TEACH EDUC

The authors were asked by the Office of Educational Research and Improvement and the U.S. Department of Education to conduct a review of high-quality research on five questions concerning teacher preparation. As part of that assignment, they were asked to develop a set of defensible criteria for including research in the review. In this article, they summarize what the research says about the five questions posed by their funders, and they discuss the development of the review criteria. The questions included attention to the subject matter and pedagogical preparation of prospective teachers, to the content and character of high-quality field experiences and alternative routes, and to research on the effects of policies on the enhancement of teacher preparation.

Motivational Factors Influencing Teaching as a Career Choice: Development and Validation of the FIT-Choice Scale

Article

Full-text available

Apr 2007

The authors apply current influential models from the motivational literature to develop the comprehensive factors influencing teaching choice (FIT-Choice) scale, to measure factors influencing the choice to teach for beginning preservice teacher education candidates. They validate the scale using 2 large cohorts (N = 488; 652) and describe the factors that teacher education candidates identified as most important in their decision to teach. Furthermore, the authors examine longitudinal relationships for participants who have now completed their teaching qualification (N = 294) to determine how entry motivations relate to exit levels of teaching engagement and professional development aspirations. The study makes several important theoretical contributions: The authors extend the values component of the expectancy-value motivational framework, go beyond high school students to examine career choices of adults, and specifically examine the domain of teaching as a career choice. The new FIT-Choice measure provides a theoretical and analytical framework to help guide future investigations in this area. Understanding teacher candidates' motivations for choosing teaching has implications for teacher education planning and curriculum design, teacher recruitment authorities, and government and intergovernmental planning and policy decisions—especially when many.

Stability in motivation during teacher education

Article

Full-text available

May 2010

This study is the second from a longitudinal project examining students’ motivation for teaching. The first study examined those entering the Postgraduate Certificate in Education (PGCE) course at four universities in Norway. The current study examines motivation among the same cohort of students at the end of the course, and reports on their experiences with teacher education in relation to motivation. The results indicate stability in motivation among the prospective teachers. Moreover, the PGCE course fulfils the students’ expectations in various degrees. They express satisfaction with the practical teaching experience but are more critical towards the lack of coherence in the course work. Not knowing if they want to become teachers, 24% of the students are ambivalent about teaching. They have taken the PGCE course primarily for the sake of having multiple options in the job market; this motive is an emerging trend that requires further examination.

Who Chooses Teaching and Why? Profiling Characteristics and Motivations Across Three Australian Universities

Article

Full-text available

Mar 2006

Ordering of names is alphabetical for equal first authors In this large-scale Australian study, we profile the background characteristics and teaching motivations for individuals entering teacher education across three major established urban teacher provider universities in the Australian States of New South Wales and Victoria. Our recently developed and validated ''FIT-Choice'' (Factors Influencing Teaching Choice) Scale determines the strength of influence for a range of motivations from individuals choosing teaching as a career. Findings build upon and extend previous literature relating to reasons for teaching as a career choice, which have not systematically applied current motivational models to developing explanations. Participants were the entire cohorts (N51,653) of first-year pre-service teacher education candidates at three universities in Sydney and Melbourne. Results provide a profile of a large sample of pre-service teachers whose decision to enrol in a teacher education program has been made at a time when the mass media and the general public have increasingly looked upon teaching as a poor career choice. Our new theoretical approach allows us to recommend strategies for teacher recruitment campaigns, based on a comprehensive understanding of individuals' motivations for choosing teaching.

Teacher education, graduates’ teaching commitment and entrance into the teaching profession

Article

Full-text available

Jul 2007
TEACH TEACH EDUC

This study aimed to gain insight into the relationship between teacher education and graduating teachers (not) starting in the teaching profession (n=209). Predictor variables referred to teacher education, integration into teaching, and teaching commitment. To examine interrelationships between these variables, factors were also interlinked to test a theoretical model of graduates’ teaching commitment. Results reveal that graduates’ teaching commitment is strongly related to their entrance into the teaching profession. Furthermore, the perception of mentor teachers’ evaluative support is directly related to teaching commitment and other variables (e.g. faculty support, type of teacher training) are indirectly related through the mediation with graduates’ teacher efficacy and professional orientation.

Valuing practice over theory: How beginning teachers re-orient their practice in the transition from the university to the workplace

Article

Full-text available

Jul 2009
TEACH TEACH EDUC

Jeanne Allen

This paper is about the experiences of beginning teachers in turning theory learned in universities into practice in the workplace. The research is situated in the context of a pre-service teacher education programme that explicitly and deliberately seeks to bridge the theory-practice gap in teacher education. The paper argues that, despite long-standing awareness of the theory-practice gap as a central issue faced by beginning teachers, attempts by teacher educators to address this issue remain thwarted. The argument draws on interview and focus group data collected via a study of 1st year graduate teachers of an Australian pre-service teacher education programme. The theoretical perspective of symbolic interactionism is used to focus on the meanings that graduates have of their experiences of turning theory into practice. The data suggest that prospective teachers during pre-service training value both the theory that they learn on campus and the practice that they observe in schools. However, once they become practitioners, they privilege the latter. Upon entry to the workplace, graduates come to associate good practice with that of the veteran teacher, whose practice and cache of resources they seek to emulate.

Mentoring Beginning Teachers: What We Know and What We Don’t

Article

Full-text available

Jan 2009
TEACH TEACH EDUC

This article reports the findings of a review of the international research literature on mentoring beginning teachers. Research identifies a range of potential benefits and costs associated with mentoring, and suggests that the key to maximising the former and minimising the latter lies in the realization of a number of conditions for successful mentoring, such as the effective selection and preparation of mentors. We also highlight a number of limitations in the current evidence base on beginner teacher mentoring. Some implications, for the practice of teacher educators, for policy-makers and for future research, are considered.

Why teachers leave: Factors that influence retention and resignation

Article

Full-text available

Aug 2007
TEACH TEACH EDUC

Ajzen's Theory of Planned Behavior is used to examine continuing teachers’ plans to remain or resign and the likelihood of resigned teachers to return to teaching in the next 3 years. Specifically, this study examined factors that encourage or hinder resigned teachers from returning to teaching, the importance of such factors, and the importance of those factors for teachers who remained in teaching. We find that family issues are of greatest concern to all teachers, and that leavers place much more emphasis on the time they are able to spend with their families than do stayers. The importance assigned to all factors is influenced by demographic characteristics.

Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers

Article

Full-text available

Oct 2008
LEARN INSTR

The professional plans, satisfaction levels, demographic characteristics, perceptions and motivations of different teacher types distinguished by cluster analysis were investigated among graduate-entry primary and secondary teacher education candidates (N = 510) from three Australian universities in an ongoing longitudinal study. Participants provided quantitative and qualitative survey data at two time-points: at their entry to teacher education, and immediately prior to completion of their qualification. Teacher types were classified via cluster analysis on the basis of their exit levels of planned effort and persistence within the teaching profession, and their professional development and leadership aspirations. Three distinct types were identified: “highly engaged persisters”, “highly engaged switchers”, and “lower engaged desisters”. Differences in motivations for having chosen teaching as a career, perceptions about the profession, and career intentions were contrasted for the three types, and demographic characteristics compared.

Can Teacher Education Make a Difference?

Article

Full-text available

Mar 2005

Occupational socialization in schools is a known factor counteracting attempts at educating innovative teachers. In this study, findings are reported from a longitudinal study conducted among 357 students, 128 cooperating teachers, and 31 university supervisors from 24 graduate teacher education programs. Quantitative survey data as well as in-depth qualitative data were collected over a period of 4.5 years. Development of teaching competence was followed from candidates’ enrollment until their third year as in-service teachers. Occupational socialization in schools was demonstrated to have a considerable influence on the development of graduates’ in-service competence. However, evidence was also produced for an impact of specific characteristics of the teacher education programs studied involving the integration of practical experience and theoretical study. Implications of these findings for the design of teacher education programs and the conduct of teacher education research are discussed.

Intrinsic Motivation and Self-Determination in Human Behavior

Book

Jan 1985

I: Background.- 1. An Introduction.- 2. Conceptualizations of Intrinsic Motivation and Self-Determination.- II: Self-Determination Theory.- 3. Cognitive Evaluation Theory: Perceived Causality and Perceived Competence.- 4. Cognitive Evaluation Theory: Interpersonal Communication and Intrapersonal Regulation.- 5. Toward an Organismic Integration Theory: Motivation and Development.- 6. Causality Orientations Theory: Personality Influences on Motivation.- III: Alternative Approaches.- 7. Operant and Attributional Theories.- 8. Information-Processing Theories.- IV: Applications and Implications.- 9. Education.- 10. Psychotherapy.- 11. Work.- 12. Sports.- References.- Author Index.

Seeing it from both sides: reasons for withdrawing from one-year secondary postgraduate certificate in education courses

Article

Oct 2002

Professionel eller kompetencenomade (Professional or competency nomad) (in Danish)

Article

Dec 2006

John Benedicto Krejsler

Characteristics of entering teaching candidates

Article

Jan 1992

Characteristics of entering teacher candidates, defined as students enrolled in their first education course, have been the focus of 44 studies located for this review. Four major categories of variables have been studied: (a) demographics and high-school background; (b) motivation to teach and career expectations; (c) confidence and optimism or anxiety and concerns about teaching; and (d) perceptions of the roles and responsibilities of teachers. Most of the research employed a survey methodology. This article presents a descriptive synthesis of findings from these studies. The principle of thematic consistency with empirical variability—that is, that the general conclusions of the studies have been similar even though the data have shown differences from study to study—is advanced to organize a discussion of what is known about entering teacher candidates and suggestions for future research in this field.

Laererutdanning som danning

Article

Jun 2007

Av Marit Ulvik

I denne artikkelen diskuteres det om laererutdanningen fremmer studenters personlige danning slik den i følge Rammeplanen fra 2003 har som uttalt mål, og eventuelt hvilke elementer i utdanningen som ser ut til å virke dannende. Innledning Laererens personlighet og vaeremåte synes å vaere av stor betydning for hvordan elever opplever skolesituasjonen (Nordahl 2002; Haug 2005; Ulvik 2006). I følge Rammeplan for laererutdanning (2003) skal utdanningen bidra til studentenes personlige danning, i planen karakterisert av egenskaper og måter å bruke kunnskap på. Utfordringen er om og på hvilke måter laererutdanningen kan påvirke disse faktorene. Det er laererutdanningens danningsmål jeg her vil gripe tak i ved å spørre om utdanningen fremmer danning. Jeg har valgt å se utdanningen fra et studentperspektiv ved å intervjue 12 studenter i forkant og etterkant av laererstudiet. På den måten prøver jeg å få tak i om det har skjedd en endring med dem i løpet av studiet og om en evt. endring kan karakteriseres som danning. Målet med undersøkelsen er å få fram hvilke elementer i laererutdanningen som ser ut til å ha dannende effekt. Problemstillingen blir diskutert i forhold til den ettårige praktisk pedagogiske utdanningen (PPU) som tilbys ved universitetene i Norge. Utdanningen har til nå kommet på toppen av et fagstudium. Det betyr at studentene allerede har de nødvendige kunnskapene i skolefag, og at det er andre sider ved laererrollen som skal utvikles i PPU.

Perceived Problems of Beginning Teachers

Article

Jun 1984

Simon Veenman

Perceived problems of beginning teachers in their first years of teaching are reviewed. Studies from different countries are included. Issues such as the reality shock and changes in behaviours and attitudes are considered also. The eight problems perceived most often are classroom discipline, motivating students, dealing with individual differences, assessing students’ work, relationships with parents, organization of class work, insufficient and/or inadequate teaching materials and supplies, and dealing with problems of individual students. There is a great correspondence between the problems of elementary and secondary beginning teachers. Issues such as person-specific and situation-specific differences, views of the principals, problems of experienced teachers, and job satisfaction of beginning teachers are discussed also. Three frameworks of teacher development are presented which provide conceptualizations of individual differences among beginning teachers. Finally, forms of planned support for beginning teachers are noted. Research using an interactionistic model for the explanation of behaviour is needed.

Variation in Teacher Preparation: How Well Do Different Pathways Prepare Teachers to Teach?

Article

Sep 2002
J TEACH EDUC

Does teacher education influence what teachers feel prepared to do when they enter the classroom? Are there differences in teachers' experiences of classroom teaching when they enter through differ- ent programs and pathways? This study examines data from a 1998 survey of nearly 3000 begin- ning teachers in New York City regarding their views of their preparation for teaching, their beliefs and practice, and their plans to remain in teaching. The findings indicate that teachers who were prepared in teacher education programs felt significantly better prepared across most dimensions of teaching than those who entered teaching through alternative programs or without preparation. Teachers' views of their preparation varied across individual programs, with some programs gradu- ating teachers who felt markedly better prepared. Finally, the extent to which teachers felt well pre- pared when they entered teaching was significantly correlated with their sense of teaching efficacy, their sense of responsibility for student learning, and their plans to remain in teaching.

A Critical Analysis of the Research on Learning to Teach: Making the Case for an Ecological Perspective on Inquiry

Article

Jun 1998

93 empirical studies on learning to teach were reviewed in order to establish what is currently known about how people learn to teach and to critique the quality of the reporting of that research. Among other observations concerning teacher education, the review highlights the tensions between the hopes and expectations of teacher educators and the expectations and experiences of beginning teachers. While this review supports the findings of others that many traditional programs of teacher education have little effect upon the firmly held beliefs of the beginning teachers, it also provides examples of successful programs. Such programs typically build upon the beliefs of pre service teachers and feature systematic and consistent long-term support in a collaborative setting. It is concluded that this body of research has advanced the field in significant ways, offering new directions for research and program reform. The critique of the papers themselves reveals that authors need to pay more careful attention to data selection and presentation and to the links made between data and conclusions. The review points to the need for a more self-critical stance on the part of researchers and a more ecological approach to research on learning to teach.

Teacher Education and the American Future

Article

Jan 2010
J TEACH EDUC

Linda Darling-Hammond

For teacher education, this is perhaps the best of times and the worst of times. It may be the best of times because so much hard work has been done by many teacher educators over the past two decades to develop more successful program models and because voters have just elected a president of the United States who has a strong commitment to the improvement of teaching. It may be the worst of times because there are so many forces in the environment that conspire to undermine these efforts. In this article, the author discusses the U.S. context for teacher education, the power of teacher preparation for transforming teaching and learning, and the current challenges for this enterprise in the United States.

Autonomy or control: Discussion of a central dilemma in developing a realistic teacher education in Norway

Article

Feb 2007

The introduction of the collaborative partnership model in initial teacher education at the Norwegian University for Science and Technology has paved the way for activities and components in its professional training that closely relate to the field of practice and meets the need to attain the more ‘here‐and‐now’‐oriented objectives of the teacher education programme. The evaluation of the model reveals, however, that considerable work remains to be done before one can say that the education programme has achieved the national objectives set for a suitable training for the profession. This concerns the students' acquisition of educational theory, which is considered to be a prerequisite to the development of autonomy in the teaching profession. While a solid foundation of educational theory will be of importance for the students' future professional growth, teacher education must also include elements associated with control, thus ensuring the school system's implicit function as the bearer of society's values and culture.

Training to Teach: Motivating Factors and Implications for Recruitment

Article

Jun 2001

With the decline in applications to teach, this paper examines why teaching is chosen as a career, and considers the extent to which a range of factors identified within a sample of 466 Northern Ireland students was consistent with those identified in the United States, the rest of the United Kingdom and elsewhere. Using analysis of variance, the study also compares the influence of the different factors on sub-groups within the group of teacher trainees surveyed. It is based on the responses to a questionnaire administered to students involved in initial teacher training. The findings showed that, in keeping with earlier research, those in the process of training to teach were attracted to the profession largely for intrinsic reasons, although, to a lesser extent, there was extrinsic motivation too. The implications of these findings are considered in the light of the government's recent teacher recruitment initiatives.

The motivations of career change students in teacher education

Article

Feb 2009

In this article, results are presented from a large‐scale online survey about the motivations of career change students, and their beliefs about the attributes that they bring to the teaching profession. The findings revealed that career changers' motivations were largely intrinsic, although pragmatic decisions were also important, with perceived family‐friendliness of a teaching career a common response. These findings generally support findings of previous research into motivations to teach, as found in the literature. The data examined in this paper also revealed that career change entrants believed that the most important attributes they bring to teaching are life experiences, generic workplace skills and experience, and personal qualities, rather than specific content knowledge. These findings provide support for the continued targeting of career change people into the profession, particularly in the current policy context in which some stakeholders express concerns about a perceived lack of quality of teaching in Australian schools.

Transfer and dropout: Different forms of student departure in Norway

Article

Feb 2009

Elisabeth Hovdhaugen

This article examines student departure from university, based on data from a survey of undergraduate university students in Norway conducted in 2005. The survey maps students’ progression through higher education, and the analysis focuses on the different types of departure and their causes. More than 50% of all university students left the initial institution before degree completion, but the majority of the leavers transferred to another higher education institution, and only 17% left higher education without completing a degree. Hence, student departure is perceived as being a greater problem for institutions than it is for society or the individual. Background characteristics can largely explain dropout, while students’ educational goal or motivation have no effect. Conversely, motivation, educational goal and field of study contribute more to explaining why students transfer than background characteristics. A student’s own study behaviour is, however, relevant to both events. A high level of student effort reduces the probability of either transfer or dropout.

Undergraduates' Views of Teaching as a Career Choice

Article

Jul 2000

This study explored undergraduates' views of teaching as a career choice. A total of 298 students completed a questionnaire in which they were asked to rate the importance of 20 factors in influencing their choice of career, and then the extent to which they thought teaching as a career offers these factors. A comparison was made between the views expressed by three groups of students: those who were definitely not considering teaching (N = 102), those who were seriously considering teaching (N = 40), and those who were undecided (N = 155). All three groups rated 'a job that I will find enjoyable' as the most important factor influencing their choice of career. However, as we move from the 'definitely not considering teaching' group towards the 'seriously considering teaching' group, there was a shift towards rating as important in their choice of a career those factors which teaching more evidently offers and a more favourable rating that teaching offers these factors (e.g. 'a job which gives me responsibility', 'a job where I can contribute to society' and 'job mobility'). The students who reported that they could be encouraged to consider teaching as a career were also asked to consider measures that might do so. The most highly rated measure was 'an increase in the quality of resources for teaching'.

Recruitment to and Retention on Initial Teacher Training – A Systematic Review

Article

Jan 2002

Characteristics of Entering Teacher Candidates

Article

Mar 1992

Teacher Recruitment and Retention: A Review of the Recent Empirical Literature

Article

Jun 2006

This article critically reviews the recent empirical literature on teacher recruitment and retention published in the United States. It examines the characteristics of individuals who enter and remain in the teaching profession, the characteristics of schools and districts that successfully recruit and retain teachers, and the types of policies that show evidence of efficacy in recruiting and retaining teachers. The goal of the article is to provide researchers and policymakers with a review that is comprehensive, evaluative, and up to date. The review of the empirical studies selected for discussion is intended to serve not only as a compendium of available recent research on teacher recruitment and retention but also as a guide to the merit and importance of these studies.

Retention and intention in teaching careers: Will the new generation stay?

Article

Oct 2007

Lindsey Smethem

The research reported in this article investigates the changing demography of the teaching force at a time of increasing accountability. The study offers analysis of qualitative data to inform teacher retention strategies. It supplements existing knowledge about the career of teaching and challenges prevalent conceptions of linear career paths derived from the former industrial era. In many developed nations, the teaching profession is undergoing radical centralist reform aimed at school improvement, greater accountability and productivity, but retention of teachers is crucial to any planned improvements. This empirical study investigates beginning secondary teachers’ notions of career, from initial attraction to the profession to experienced and projected career trajectories in the second, third and fourth years of service. It focuses on 18 new teachers of modern languages in England. This research draws on the perspectives of three cohorts of six beginning teachers in consecutive years. An initial survey of participants in an induction support programme during their first year of teaching following qualification provided a representative sample. Data were gathered by means of semi‐structured interviews and written journal reflections. The analysis of novice teachers’ experiences, constructions of identity and perspectives on career trajectories suggests a typology of teachers: the ‘career’ teacher, the ‘classroom’ teacher and the ‘portfolio’ teacher, whose commitment to teaching may be temporary. The results of this study reveal diversity of experience, motivation and career trajectories that raise key issues for retention. Results suggest that increasing marketisation of education and intensification of teachers’ work challenge teachers’ ‘moral purpose’ and professional identity and adversely affect not only their retention but also new teachers’ intentions to remain in teaching. These findings suggest that if retention rates of the new generation of teachers are to be improved, policymakers need to recognise that supportive induction is essential, that professional satisfaction belongs to the ‘moral purpose’ of teaching, and that intensification of teachers’ work may contribute to teacher shortages.

The place of the practicum in pre-service teacher education: The voice of the students

Article

Nov 2005

Kari Smith

The focus of this paper is the importance student teachers attribute to the practical experience of their teacher education program, the practicum. Four hundred and eighty student teachers from the largest teacher education institution in Israel responded to a questionnaire with 68 closed items asking for their evaluation of various components of the teacher education program in relation to preparing them for teaching, and about sources for support during the practicum. The main findings show that the practicum is evaluated highly by a large majority of students; however, students find importance in the more theoretical aspects of their education as well. Institutional‐based supervisors of the practicum were perceived by student teachers to provide the strongest support, alongside peers and school‐based mentors. School principals were perceived not to be supportive of student teachers during the practicum. The findings align with previous research in terms of importance of the practical aspects in preparation for teaching, however not as a replacement for theoretical courses. Moreover, findings suggest that school principals do not include school‐based teacher education as part of their professional responsibility.

Revitalizing Teacher Education by Revisiting Our Assumptions About Teaching

Article

Nov 2009
J TEACH EDUC

Frederick M. Hess

The state of teaching and teacher education is the result of more than a century of compromises and adjustments demanded by the exigencies of another era. During the late 19th and early 20th centuries, the teaching profession was designed to match the rapid expansion of schooling. It relied on a captive pool of inexpensive, educated female labor and assumed little in the way of a professional knowledge base. Teacher preparation and development were designed accordingly. Today, would-be reformers should recognize that the machinery and assumptions that once made sense may be ill suited for contemporary opportunities and challenges. Preparation programs are predominantly overseen by institutions of higher education that are constructed with the expectation that most aspiring teachers will decide upon a lifelong teaching career while enrolled in college. The job of a K-12 “teacher” has remained markedly undifferentiated and static over the past century, despite advances in technology and communications. If we unshackle ourselves from the legacy of once-reasonable but now-constraining assumptions and arrangements, what new ideas might guide smarter approaches to attracting talent to teaching?

Intrinsic Motivation and Self-Determination in Human Behavior

Book

Jan 1985

Seeing it from both sides: Reasons for withdrawing from one-year secondary postgraduate certificate in education courses

Article

Sep 2007
Teach Dev

Teacher recruitment and retention are a major concern. Recruitment to Postgraduate Certificate in Education courses (PGCE), whilst improving in some subject areas, remains problematic in others; potential teachers are leaving in larger numbers than has formerly been the case. Since 1996-97, initial teacher education providers have been losing about 11% of their intake when previously they had experienced an annual withdrawal rate of 5-6%. This article describes research funded by the Teacher Training Agency which examined the question of PGCE (secondary) student withdrawal from eight higher education institutions in England. Data were obtained from both the students and from the schools in which they were working at the time of withdrawal. The main findings relate to three major concerns: the mentor/student relationship, the workload expected of students and the image of the profession as perceived by the students in schools.

Postgraduate Certificate in Education (PGCE) and student motivation

Article

May 2009

This article analyses the results from a study conducted among the total population of full‐time Postgraduate Certificate in Education course (PGCE) students in Norwegian universities (N = 283) in the autumn of 2006. The students responded to a questionnaire examining their motivation to take the PGCE course and their motivation to become teachers. The findings show a relatively high motivation among the students, but they also reveal much uncertainty about their future job as teachers. Twenty‐five percent of the students do not know if they are going to enter the teaching profession. They take a PGCE course primarily because they want more options in the job market. The general view among the students is that they need the PGCE course to be confident in the teaching role and they think it will be a demanding course. The main motivation to become teachers is that the students want to continue working with their academic subject, which they in turn want to teach to others.

Why students withdraw from PGCE courses

Article

Jun 2002

Teacher recruitment and retention are a major concern. Recruitment to PGCE courses, whilst improving in some subject areas, remains problematic in others, including modern foreign languages. Student retention on ITE programmes also shows worrying trends. Research into numbers of students leaving PGCE courses before completion shows that potential teachers are leaving in larger numbers than has formerly been the case. Since 1996/97 ITE providers have been losing about 11% of their intake when formerly they had experienced an annual withdrawal rate of 5%–6%. Why is this so? TTA-funded research looked into this question. The findings confirm two major concerns.(1) The role of the mentor in ITE is crucial. Mentors need time and training to do their job properly. More should be done to meet this need. (2) The workload and commitment expected of students is such that a significant nubmer, who are quite capable (and in some cases very good) in the classroom, diligent and industrious, withdraw from the course and are lost to the profession. This real problem has to be addressed if the macro issue of teacher recruitment and retention is to be tackled meaningfully.

Work environment predictors of beginning teacher burnout

Article

Nov 2006
BRIT EDUC RES J

This study investigated elements of school environments that explain variance in burnout scores in a sample of university graduates from Brisbane, Australia, two years after they commenced work as teachers. Using a longitudinal survey methodology, 79 beginning teachers completed the Maslach Burnout Inventory (MBI) on four occasions over a two‐year period, first, six weeks after they commenced work as teachers and finally, in the concluding term of their second year of teaching. Beginning teachers also completed the Work Environment Scale each time they were surveyed. The revised Eysenck Personality Questionnaire was administered when the graduands were first surveyed. In a series of hierarchical regression analyses, reports of how innovative the work environment was perceived to be added significantly to the explanation of variance in all three MBI subscales after first controlling for initial levels of burnout and the personality trait Neuroticism.

Beginning teachers’ expectations of teaching

Article

Nov 2007
TEACH TEACH EDUC

This study explores the expectations of teaching as a career held by beginning teachers who undertook a postgraduate certificate in education (PGCE) teacher training course for secondary schools at three institutions in the North of England. Over 300 student teachers completed a questionnaire at the beginning and at the end of their PGCE course. A sample of 28 students were then tracked through their first 2 years in post by e-mail communication. During this 3-year period, the most frequently cited positive factor was the pleasure generated by pupil success and the most frequently cited negative factor was workload.

Active learning: A cultural change needed in teacher education and schools. Teaching and Teacher Education, 18(7), 763-780

Article

Oct 2002
TEACH TEACH EDUC

Hannele Niemi

In this article, the purpose is to evaluate how teacher education may promote active learning and what the main obstacles are to reach this target. The problem is investigated from the perspective of student teachers, teacher educators, teachers and pupils in schools. All these groups have evaluated how active learning is applied and what the obstacles are to active learning. The results clearly indicated that schools and teacher education departments are in the middle of a cultural change. Many indicators of active learning can be seen, but there are many obstacles which should be overcome.

Novice in secondary school – the coin has two sides

Article

Aug 2009
TEACH TEACH EDUC

The aim of this study is to gain an insight into novice teachers’ diverse experiences. The study is conducted among nine beginning teachers in upper secondary school in Norway, and the research instrument was semi structured interviews. The main findings indicate that there are two sides of the coin of being a new teacher, positive as well as less positive aspects. The beginning teachers want to be recognised as who they are, new to the job, and on the other hand, they want to be accepted as fully qualified teachers. The two contradictory perceptions of themselves as professionals represent two sides of the same coin.

Linking Practice and Theory. The Pedagogy of Realistic Teacher Education

Article