Sense of Coherence (SOC), an inner resource that exists within people, is positively associated with better quality of life and satisfaction. It is related to how well people manage to cope with the stressful situations they face making them more comprehensible, meaningful and manageable. Among college and university students SOC is positively associated with the capability to cope with the academic challenges posed upon them. Furthermore, pre-service teachers show that Sense of Coherence in Teaching Situations (SOCITS) has been found to be a coping strategy that helps them perceive stressful and challenging teaching situations as less perplexing. However, what is less clear in the teacher education literature to date, is to what extent high levels of SOCITS can influence career engagement among pre-service teachers and whether it can be a predictor of pre-service teachers' choices to pursue a career in teaching upon graduating from their teaching training program. The current paper contributes to the understanding of SOC and SOCITS among pre-service teachers. The findings in this paper may advance the knowledge in the field of pre-service education and have significant implications as to the development of teacher training programs.
Teacher shortage is severe around the world and this dearth is also strongly felt in core subjects in Israel, specifically in English and Mathematics. As a result, efforts should be made to guarantee that the majority of pre-service teachers choose to pursue a teaching career upon graduating from their teacher education program. This study investigates the main motives of pre-service EFL teachers to enroll in teacher education and their perceptions about the importance of a set of internal and external factors, namely, self-efficacy, availability of a support system and satisfaction from their teacher education program regarding their decision to pursue a teaching career. In this qualitative study, 24 pre-service EFL teachers in a teacher education college in Israel were interviewed in semi-structured interviews. The results yielded evidence for perceived teaching ability being the most substantial initial motive for choosing a teaching career, and for the significance of the specifically explored internal and external factors in the decision of pre-service EFL teachers to pursue a teaching career. The results and their implications on teacher education are discussed.
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