Search results for: Career choice
Page 1/3 28 items
Content of Curriculum in Physical Education Teacher Education: Expectations of Undergraduate Physical Education Students
The present study aimed to examine the perceptions of the importance of content areas in physical education from the perspective of university students. The study also explored how those perceptions related to the reasons for course choice and motivation. The findings reveal that the participants mentioned sport and physical activity, confident interpersonal service, and role model as reasons for choosing to study physical education. The authors also found that the students were motivated towards study, with intrinsic motivation towards study higher than extrinsic motivation and lack of motivation.
Updated: Jun. 03, 2018
Focused Career Choices: How Teacher Educators Can Assist Students with Purposeful Career Decision-Making throughout a Teacher Education Program
In this paper, the authors illuminate aspects of career choice and conflict for teacher education students seeking initial Licensure. They also address foundational knowledge on career decision-making. The authors review studies to understand why people decide to pursue a career in teaching, despite the high turnover in this profession. The authors conclude that the literature reviewed indicates that direct career decision-making is either not being frequently conducted within teacher education programs or it is not seen as an important aspect of research. This paper argues that a teacher education program should be such an inviting and trustworthy place, where students can engage in quiet or in conversation to ensure that they are pursuing the career that is right for them.
Updated: Feb. 18, 2018
Teaching Motivations in Hong Kong: Who Will Choose Teaching as a Fallback Career in a Stringent Job Market?
This study aims to examine the factors that motivate teacher education students to choose teaching as a career in Hong Kong. The results showed altruistic and intrinsic motivations were the most important teaching motivations. These motivations correlated positively with planned teaching engagement. A major new finding of this study is the identification of two distinct types of fallback career. Two factors along this line of reasoning were extracted from our factor analysis. However, although two types of fallback career motivation were identified, only one correlated negatively with planned engagement.
Updated: Mar. 11, 2015
This research aimed to understand how today’s teachers, operating in an exploratory context, experience the teaching profession over time. The findings reveal that these three teachers' experiences highlight the ways in which they continue to use their instructional skills for the benefit of others. After leaving the classroom, all three of these former teachers found that a career transition out of education was not as seamless as anticipated. These teachers each found that their detours through the classroom had concrete professional, financial, and emotional costs in the form of delayed entry into new careers, tuition costs, and daily struggles. The author concludes that this study identifies concerns about the costs for the teachers themselves while also recognizing the transformative potential of former educators applying their skills throughout society in a myriad of ways.
Updated: Feb. 11, 2015
Motivations for Choosing Teaching as a Career: An International Comparison Using the FIT-Choice Scale
This investigation had two major aims: 1. to examine the utility and validity of the FIT-Choice scale for measuring teaching motivations within and across samples and settings; 2. to explore differences in motivations and perceptions related to the teaching profession across the different samples, as first indications of differences among Australian, U.S., German, and Norwegian samples. The findings reveal that the FIT-Choice scale displayed good construct validity and reliability across diverse samples. Furthermore, the sample comparisons revealed that motivations for teaching were more similar than they were different across these samples.
Updated: Nov. 05, 2014
Teacher Education Graduates’ Choice (not) to Enter the Teaching Profession: Does Teacher Education Matter?
The current study identifies the predictors of teacher education graduates’ choice on job entry. The participants were 217 student teachers (subsequently graduates) of integrated teacher training for secondary education. Results indicate that gender, initial motivation for teaching, mentor support, teacher education preparation, teacher efficacy, learner-oriented beliefs, performance in teacher education, and employment opportunities show differences between graduates who entered and those who did not enter the teaching profession.
Updated: Oct. 21, 2014
This article presents statistics from a longitudinal study of attrition within the cohort of 87 Swedish teachers. The findings reveal that combining qualitative data with statistics in a longitudinal study on teachers’ career show that teacher attrition is a more complex and non-linear phenomenon than what is often proposed. The authors argue that the early leavers consist of a small and heterogenous group of individuals. Some of the reasons for attrition related to parental leave, Work overload, increased documentation and the notion of altered professional objectives.
Updated: Sep. 23, 2014
Motivations for Choosing Teaching as a Career: Effects on General Pedagogical Knowledge during Initial Teacher Education
This study aimed to examine the significance of teaching motivations for the gain of professional knowledge during teacher education. The findings reveal that the FIT-Choice instrument’s factor structure was replicated. Furthermore, the motivation profile typical for preservice teachers in Germany was also replicated. The results also reveal that intrinsic motivation is positively correlated, whereas extrinsic motivation is negatively correlated, with GPK at the first occasion of measurement. In addition, the findings show that extrinsic motivation also matters for preservice teachers.
Updated: Jun. 02, 2014
Religion as a Support Factor for Women of Color Pursuing Science Degrees: Implications for Science Teacher Educators
This study examines the factors women of color utilized as supports as part of their persistence in science majors. This article draws from a larger study of sixteen African-American, Hispanic, and African women who were navigating various undergraduate science majors at multiple colleges in the Northeast and Southeast United States. The findings illustrated that the participants viewed religion as a contributor to general support, stress relief, encouragement during difficult times, and intervention. The author concludes that the findings illustrate that one potential mechanism for broadening science participation may be through connections with students’ families, their cultural backgrounds, and even their religious views.
Updated: Apr. 07, 2014
The article focuses on identifying which motives for becoming a teacher have a beneficial effect and which ones have a detrimental effect. A longitudinal study on the motivation for becoming a teacher investigated the importance that Dutch pre-service teachers ascribed to multiple motives. The article examined how these motives are related to the efforts, involvement and professional commitment to the teaching profession of the participants. The results were used to distinguish between adaptive motives and maladaptive motives for becoming a teacher. The findings revealed that the perceptions of teaching ability, intrinsic career values and making a social contribution were the most important motives for choosing the teaching profession. Choosing teaching as a fallback career or because of social influences were two motives that were found to be least important for the pre-service teachers.
Updated: Mar. 19, 2014