Search results for: Teacher motivation
Page 1/5 44 items
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
Exploring the Role of Identity in Elementary Preservice Teachers who Plan to Specialize in Science Teaching
The authors want to understand how preservice teachers, who enrolled in elementary science concentration, negotiate a science teacher identity to support their motivations and goals to teach elementary science. Results suggest that when elementary preservice teachers learned science through hands-on, constructivist practices, they negotiated norms about how they believed that science could be taught and compared it to their own previous experiences. In early experiences with constructivist practices, participants described learning science as fun and innovative. Elementary preservice teachers who completed three or four classes saw themselves as a possible teacher of science as well as a learner of science. The authors conclude that providing elementary preservice teachers with individual courses that focus on the standards and expectations of elementary students in a particular domain influences the progression from learner to teacher in content and in practice.
Updated: Apr. 24, 2018
The present study explored what motivates male trainee primary school teachers for the profession. It also investigated the barriers they face and how they have overcome these barriers. The authors found three themes, which were related to potential barriers participants faced: physical contact with children; negative outsider perceptions; and working within a female orientated environment. The authors argue that three themes also emerged as motivators for the participants that enabled them to overcome the barriers they faced: perceiving the teaching profession as a positive career choice; experiencing a supportive working environment; and being perceived as positive role models.
Updated: Apr. 08, 2018
In this article, the authors examined the various purposes that Finnish student teachers of different subjects have in teaching. The findings revealed that four purpose profiles were identified among participants: Purposeful, Dabblers, Dreamers, and Disengaged.The majority of participants can be profiled as dabblers. The authors found that the student teachers of religious education most often demonstrated a purposeful profile, while student teachers of mathematics and science were mostly profiled as disengaged. The authors conclude that the moral nature of teaching calls for purposeful teachers for schools worldwide.
Updated: Nov. 12, 2017
The purpose of this study was to explore the relationship between mentors’ mentoring conceptions and their mentoring motives. The findings showed that a motivation to mentor for personal learning was more strongly associated with a developmental conception of mentored learning to teach than with an instrumental mentoring conception. The same was found for a motivation to mentor for contributing to the profession, but less pronounced.
Updated: Sep. 10, 2017
The Effect of Cognitive Apprenticeship-Based Professional Development on Teacher Self-Efficacy of Science Teaching, Motivation, Knowledge Calibration, and Perceptions of Inquiry-Based Teaching
This study explored the effects of a 1-year professional development (PD) based on a cognitive apprenticeship model of research experiences on inservice teacher self-efficacy of science teaching, motivation, knowledge calibration, and perceptions of inquiry.Results indicated that inservice teachers changed their perceptions of inquiry and maintained high self-efficacy throughout all phases of the study. However, teachers refrained from making long-term changes in their cognitive strategy instruction.
Updated: Jul. 09, 2017
The present study examines 46 teacher-developers’ motivational experiences, like sources of enthusiasm and interest. It also examined their challenges and organisational support needed in the process of educational innovation, namely integration of RDI and education.
Updated: Jun. 06, 2017
The present study investigated which factors determine degree completion in a Dutch university-based teacher education programme. The authors assumed that both student characteristics and characteristics of the learning environment affected degree completion. Analyses showed that teaching ability was the most important motive for becoming a teacher; it was also found to be a negative predictor of degree completion.
Updated: Mar. 22, 2017
Continuing Professional Development – Why Bother? Perceptions and Motivations of Teachers in Ireland
This article aims to focus on the motivating and inhibiting factors relating to teachers’ engagement with continuing professional development (CPD) and to analyse the data in relation to Herzberg et al.’s (1959) two-factor theory, as a means of drawing implications for the future provision of CPD in the Republic of Ireland and Northern Ireland. The findings indicate that teachers’ intrinsic motivation to seek out their own CPD continues to apply to actually engaging in CPD. Teachers in this study expressed a preference both to seek out and to pursue CPD areas that they valued for their own personal reasons and in response to their own personal and/or professional needs. The findings demonstrate that intrinsic (personal) factors – namely career advancement, potential growth and achievement – were the chief catalysts in motivating teachers in this study to engage in CPD.
Updated: Aug. 03, 2016