Search results for: Career choice
Page 1/4 33 items
Linking demographic variables to motivation: investigating the motivation to choose teaching among Arab and Jewish students in Israel
The purpose of this paper is to explore the kinds of motivation driving Arab and Jewish students in Israel to choose teaching as a career. This study addressed several issues that have been largely overlooked in previous research such as the focus on Content Value motives (the motivation to teach specific subjects) as well as linking demographic variables to motivational factors, particularly cultural diversity and prior pedagogical experience. The present study yielded three central findings: the importance of Content Value motives; similar motivational patterns have been found between the two sectors despite demographic differences between them; prior teaching experience has been found to have an effect on the kinds of motivations for choosing teaching as career. The paper concludes by exploring the implications of the present study on teacher preparation programs and on future research on the motivation to choose teaching as a career especially in culturally diverse educational contexts.
Updated: Jul. 11, 2022
In order to provide an international perspective, the Academic Information Center at The Mofet Institutethe made an analytic literature review that identifies, analyzes and presents information concerning technological-vocational education (TVE) teacher preparation in Estonia, California (United States), Netherlands, China, Finland, Ontario (Canada) and Israel. Their report found that different countries direct, evaluate and supervise TVE in various ways - despite global trends, each country maneuvers in its' own climate, faces unique challenges and operates according to certain domestic relations. Most countries acknowledge the importance of developing the field of TVE and tend to invest financially, build advanced infrastructures, enrich the existing resources, conduct quality control, send lecturers to professional development and maintain the ties between TVE institutions and industrial corporates.
Updated: Jun. 13, 2022
Prior research on teenage interest in teaching careers hinges on the assumption that many adolescents, who expect to become teachers, realise their plans in adulthood. However, little is currently known about whether this is the case for recent youth cohorts. This issue is explored here using the nationally representative data from the Australian PISA 2006 cohort who participated, between 2006 and 2016, in the Longitudinal Survey of Australian Youth. The findings indicate that two-thirds of teenage students who wanted to become teachers abandoned their plans before turning 23. The implications for policy and future research are also discussed.
Updated: Sep. 02, 2021
This study explored the teaching motivations of 306 B.Ed. first-year teacher trainees who chose teaching as their career. Analysing data of Likert questionnaires showed that altruistic factors were rated as more important than extrinsic and intrinsic factors regardless of gender. Interestingly, MANOVA results indicated that females were more extrinsically motivated to be a classroom teacher than males. The teacher trainees’ responses to open-ended questions showed that their socio-economic background and cultural and religious beliefs were other factors that motivated them to choose the teaching profession. According to ANOVA results, there were significant differences in teaching motivations between teacher trainees who had the intention to work as a teacher before attending the teaching institution and those who did not. Significant differences were also found in teacher trainees’ teaching motivations between and among the three groups in terms of their satisfaction with career choice. However, there were no significant differences in teacher trainees’ teaching motivations in terms of their residency.
Updated: Jun. 03, 2020
The present study examines future teachers’ motivations for teaching using the FIT-Choice (Factors Influencing Teaching Choice) scale. The focus thereby is on subject interest, a factor that has rarely been accounted for by FIT-Choice studies although it is considered one of the most important factors to students for choosing teaching as a career. It is also assumed that students of different subject domains belong to different subcultures and therefore differ in their motivations. On the basis of n = 386 first-year, Bachelor students qualifying for lower and upper secondary schools from a large university in Germany, a latent confirmatory factor analysis shows that the FIT-Choice scale structure could be replicated and subject-specific interest was rated the most important factor by pre-service teachers. Latent path analyses reveal that students from different subject domains differ slightly in their motivations. More importantly, students who value their studied subjects’ importance highly also show higher intrinsic, social-altruistic, and pedagogical motivations.
Updated: May. 05, 2020
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