Factors Influencing Teaching Choice in Turkey

Kılınç, Ahmet; Watt, Helen Margaret Gilchrist; Richardson, Paul

doi:10.1080/1359866x.2012.700048

Cited by 126 publications

(125 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This trend was observed in studies from various contexts such as Turkey (Kılınç, Watt, & Richardson, 2012), the US and China (Lin, Shi, Wang, Zhang, & Hui, 2012), and Germany (König & Rothland, 2012). Another important trend was the prominence of socialisation influences, especially prior teaching and learning experiences (e.g.…”

Section: Studies On Teaching As a Career Choicementioning

confidence: 87%

“…First, all studies emphasise the importance of understanding the core values, beliefs and expectancies that attract people to the teaching profession/teacher education within particular social-cultural contexts . For example, the high tendency of choosing teaching as a fallback career for science teacher candidates in Turkey (Kılınç et al 2012) highlights potential risks in teacher quality and the need of more effective recruitment strategies. Second, the prominent teaching motivations are most likely those that sustain teachers and their effectiveness in the profession (Low & Chong, 2009;.…”

Section: Studies On Teaching As a Career Choicementioning

confidence: 99%

“…However, it is important to point out that while the social utility value usually dominates in teaching motivations, substantial differences are found with regard to other motivations across different contexts. For example, prior teaching and learning experiences was one of the least important factors among students in a Dutch teacher education programme (Fokkens-Bruisma & Canrinus, 2012), and the desire for a secure job was the second most important factor in a sample of preservice teachers in Turkey (Kılınç et al, 2012).…”

Section: Studies On Teaching As a Career Choicementioning

confidence: 99%

See 2 more Smart Citations

Teaching as a Career Choice: Triggers and Drivers

Low¹,

Ng²,

Hui³

et al. 2017

AJTE

View full text Add to dashboard Cite

Section: Studies On Teaching As a Career Choicementioning

confidence: 87%

Section: Studies On Teaching As a Career Choicementioning

confidence: 99%

Section: Studies On Teaching As a Career Choicementioning

confidence: 99%

See 1 more Smart Citation

Teaching as a Career Choice: Triggers and Drivers

Low¹,

Ng²,

Hui³

et al. 2017

AJTE

View full text Add to dashboard Cite

“…Highest rated motivations for teaching in the Turkish sample were Social utility values followed by the desire for a secure job. Intrinsic values and perceived teaching abilities come next (Kılınç et al, 2012). In another study done in Turkey, results showed that the social and personal utility values were the highly rated motivation factors.…”

Section: Discussionmentioning

confidence: 99%

“…Internal motivations like the desire to become a teacher are important for the positive relations in the teaching career (Liu and Onwegbuzie, 2014, 88). There are relationships between the internal motivations, which are the important sources of motivation and the perception of a talent for teaching, and learning experiences (Watt et al, 2012). From this point of view, internal motivations are as valuable as the real form of the motivations (noble form).…”

Section: Discussionmentioning

confidence: 99%

Pre-service teachers motivations toward teaching profession and their opinions about the pedagogic formation program

Şeker¹,

Deniz²,

Görgen³

2015

Educ. Res. Rev.

View full text Add to dashboard Cite

The present study aimed to investigate pre-service teachers' motivations toward teaching profession and their opinions about pedagogical formation program. In this study descriptive and correlational research methods were used. It was carried out with (a) graduate students doing a master's program without thesis, (b) undergraduate students participating in the pedagogic formation program. The total number of participants was 301. The data were collected using an evaluation scale for pre-service teachers doing a post-graduate certificate program in Education (PGCE). The participants of the present study seemed to be interested in the teaching profession chiefly due to intrinsic and altruistic orientations. One of the basic sources of motivation for pre-service teachers coming from sources other than education faculties can be the love for their subject area and opportunities to be found to conduct applications related to their disciplines when they become teachers. The positive teaching experiences of the pre-service teacher and their enthusiasm for teaching the subjects in their fields are important sources of motivation for the profession of teaching.

show abstract

The impact of ‘bursary tourism’ or the desire for a ‘fulfilling, challenging, and emotionally rewarding career’? Career entry motivations and perceptions of preservice teachers from England

George

Thornby

2023

British Educational Res J

View full text Add to dashboard Cite

Why teachers choose their career has been a popular topic of research in many contexts since the introduction of the FIT‐Choice framework by Watt and Richardson in 2007 to study teacher motivations. Although altruistic motivations have been identified as the common driving factor behind preservice teachers' (PSTs') decision to enter the field, there are other motivational factors—such as teaching being a career that fits well with family commitments, or choosing teacher education as a ‘fallback’ option—that are widely reported in different contexts. The introduction of incentives for student teachers in certain subjects has been subject to media criticism in England as promoting ‘bursary tourism’. This study investigates the career entry motivations and teaching perceptions of PSTs from a university that is one of the key teacher education providers in the country, using the FIT‐Choice framework. The paper discusses the findings (N = 115), including validation of the FIT‐Choice scale, collecting data on 12 motivations and six perceptions, along with preliminary findings. It was identified that intrinsic career values were the highest rated motivation, followed by altruistic values such as the desire to make a social contribution and being a part of shaping the future of children and adolescents. Perceived abilities were also rated higher, while personal utility values and task returns— including monetary rewards—were rated very low. While the participants agreed that the job is professionally and emotionally demanding, it was promising to note that they were highly satisfied with their career choice, implicitly indicating their intention to continue in the teaching profession. Gender differences, along with field of study and training pathway differences in motivations and teaching perceptions are also discussed, with practical implications.

show abstract

Factors Influencing Teaching Choice in Turkey

Cited by 126 publications

References 22 publications

Teaching as a Career Choice: Triggers and Drivers

Teaching as a Career Choice: Triggers and Drivers

Pre-service teachers motivations toward teaching profession and their opinions about the pedagogic formation program

The impact of ‘bursary tourism’ or the desire for a ‘fulfilling, challenging, and emotionally rewarding career’? Career entry motivations and perceptions of preservice teachers from England

Contact Info

Product

Resources

About