A Comparison of the Motivations of Pre-degree and Degree Education Students for Becoming Teachers in Aotearoa New Zealand

Hogan, Vivienne; Reid, Lynette; Furbish, Dale

doi:10.14221/ajte.2017v42n11.6

Cited by 3 publications

(2 citation statements)

References 22 publications

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“…This was a period of economic recession and austerity where unemployment was high and it was common for fathers (who had lost their jobs) to care for children. Hogan et al (2017) also found that extrinsic reasons, such as job security, can be more important during economic recession when the unemployment rate is high.…”

Section: Resultsmentioning

confidence: 99%

Who becomes a teacher and why?

See

Munthe

Roß

et al. 2022

Review of Education

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This paper reports on a comprehensive review of international evidence, synthesising the findings of some of the strongest empirical work on the main factors influencing people's decisions to be teachers or not. Four search engines, including Google and Google Scholar and five electronic databases identified 517 studies of which 212 were included in this narrative synthesis. These studies highlighted three main motivating factors: intrinsic, altruistic and extrinsic, although the order of the ranking varies with subjects, phase of education and gender of teachers. In general, these studies reported that women are more likely to report being motivated by intrinsic and altruistic reasons, while men are more likely to cite extrinsic reasons. Across all cultures, men are reported to be more strongly influenced by social norms and expectations and were less likely to choose primary and early years teaching. Women are also more likely to experience higher levels of career satisfaction and less social dissuasion than men. Research on motivation to teach is also often focused only on those who have already made the decision to teach. Therefore, policies based on these studies might only be attracting those who are already persuaded. This paper argues that to improve recruitment of under-represented groups (e.g., males and STEM subject graduates), attention should instead be on those who might otherwise have gone into teaching, but have not. For this group, the review found that it is the status of the profession, the working environment and salary over the long term that are important.

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Section: Resultsmentioning

confidence: 99%

Who becomes a teacher and why?

See

Munthe

Roß

et al. 2022

Review of Education

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show abstract

“…While on the surface this difference could be connected with differing motivations, other research (e.g. Hogan, Reid, & Furbish, 2017) has shown that despite these different entry points motivations driving decisions to become a teacher were generally remarkably similar. Better understanding the nuances underpinning these cohort differences warrants further research.…”

Section: Overall Contributionmentioning

confidence: 96%

Out in the field: examining the role of school-based experiences in preparing primary pre-service teachers as confident and competent teachers of science

Fitzgerald

2020

International Journal of Science Education

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146 primary pre-service teachers enrolled in a science education curriculum and pedagogy unit; a face-to-face core unit in either their undergraduate and postgraduate initial teacher education (ITE) program. In making further sense of this snapshot, 18 pre-service teachers participated in one of four focus group interviews to share their insights of this experience. Key findings revealed that SBEs have an important role to play in breaking down barriers to the formation of a science learner/teacher identity and provide a lived experience of science learning/teaching that is ultimately critical in empowering primary pre-service teachers to teach science in the future. Overall this project clarified the value of incorporating SBE into teacher education, particularly in relation to the learning area of science, but raised questions about this approach could be innovated to ensure equity and accessibility for preservice teachers regardless of mode of study.

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Extended Complicated Punishment: Nursing Students' Experiences of a Transition Program

Popoola¹,

Khumalo²,

Popoola³

2022

J Nurs Educ

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Background: A diverse nursing workforce depends on whether higher education is accessible to historically disadvantaged students and whether such students are supported to achieve success. In South Africa, the Extended Curriculum Program (ECP) is a transition degree program created to widen access and success for underrepresented groups, including those aspiring to become nurses. This qualitative study explored the experience of nursing students in an ECP at a South African university. Method: Written reflections were collected from 16 nursing students in the ECP. Results: Four main themes emerged following thematic analysis: ECP selection process, emotional reaction to ECP placement, ECP as another experience, and acceptance and moving forward. Students reported an altered sense of belonging as the result of hostility from peers and faculty, making social and academic integration challenging. Conclusion: Students who gain access to nursing programs and the nursing workforce through transition degree programs may be at risk of low self-efficacy. [ J Nurs Educ . 2022;61(8):477–482.]

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A Comparison of the Motivations of Pre-degree and Degree Education Students for Becoming Teachers in Aotearoa New Zealand

Cited by 3 publications

References 22 publications

Who becomes a teacher and why?

Who becomes a teacher and why?

Out in the field: examining the role of school-based experiences in preparing primary pre-service teachers as confident and competent teachers of science

Extended Complicated Punishment: Nursing Students' Experiences of a Transition Program

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