Factors that Influence Students to Become Teachers

Papanastasiou, Constantinos; Papanastasiou, Elena C.

doi:10.1080/1380361970030402

Cited by 59 publications

(57 citation statements)

References 2 publications

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“…The extrinsic motivations with the highest mean scores at both times were the nature of the teaching profession, perceived working conditions and perceived life-fit. Papanastosiao and Papanastosiao (1997) conducted a study in Cyprus and found that the most important factors leading people to the teaching profession were external factors such as having a stable and permanent job. In another study, Holm (1977Holm ( , 1989 (samples from Scandinavia and Sweden) reported that internal factors were more influential than external factors (cited in Roness and Smith, 2009).…”

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.

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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.

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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.

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“…Z doterajších výskumov, v oblasti motivácie voľby výkonu povolania učiteľa, škála indikuje existenciu 11 (osem vo verzii SMVUP-S a SMVUP2-S; Tomsik, 2015b) typov motivácie voľby učiteľského povolania: kompetencie (BookFreeman, 1986;Robertson -Keith -Page, 1983;Skatova -Ferguson, 2014), záujem (Watt, et al 2012;Kasacova, 1996), benefity (Kyriacou -HultgrenStephens, 1999;Johnston -McKeown -McEwen, 1999;Watt -Richardson, 2007), príjem (Şahin, 2014;Papanastasiou -Papanastasiou, 1997;Saban, 2003), sociálny status (Yong, 1995;Chivore, 1988;Bastick, 1999), prosociálne správanie (Hrebicek, 1995;Johnston -McKeown -McEwen, 1999;Kyriacou -Hultgren -Stephens, 1999), práca s deťmi, práca s mladistvými (Watt -Richardon, 2012, 2013Saban, 2003;Tomsik, 2016), alternatívna voľba povolania, ovplyvnenie inými (Fresko -Kfir -Nasser, 1997;Karikova, 2004;Sparkes, 1988) a celoživotné vzdelávanie (Hrebicek, 1995;Tomsik -Veresova, 2016). Prvá reedícia SMVUP-S výskumného nástroja (SMVUP2-S) publikovaná v prvom kvartáli roku 2016 obsahovala 37 položiek, ktoré boli redukované, na základe exploračnej faktorovej analýzy, na 32 položky.…”

Section: Charakteristika a Konštruktová Validita Smvup3-sunclassified

Longitudinal Validation of Scale of Motivation for Choosing Teaching as a Career Smvup3-S: Test-Retest Reliability and Iternal Integrity

Tomšík¹

2016

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The study presents the results of research intended to verify time invariance of Scale of motivation for choosing teaching as a profession: SMVUP3-S (Tomsik -Veresova, 2016). SMVUP3-S is self-assessment scale that detects degree of representation of different types of motivation among prospective teachers (teacher trainee students). The research sample consisted of 52 Slovak university students from Constantine the Philosopher University in Nitra. Retest was administered to students after 50 to 70 days. Based on results of correlation analysis between the measurements, we can conclude that all subscales of SMVUP3-S scale can be considered as reliable in time.Key words SMVUP3-S, validation, reliability, test-retest, motivation of career choice, psychometry, teacher development Abstrakt Štúdia prezentuje výsledky z výskumu, ktorého cieľom bolo overiť časovú invariantnosť Škály motivácie voľby učiteľského povolania: SMVUP3-S (Tomsik -Veresova, 2016). SMVUP3-S je sebaposudzovacia škála, ktorá zisťuje mieru zastúpenia jednotlivých typov motivácie u uchádzačov o štúdium pedagogického zamerania. Škála SMVUP3-S bola administrovaná 52 vysokoškolským študentom prvých ročníkov bakalárskeho stupňa Univerzity Konštantína Filozofa v Nitre. Po uplynutí 70 dní bol vykonaný retest. Na základe korelačnej analýzy medzi nameranými hodnotami v teste a reteste môžeme konštatovať, že skoro všetky subškály možno, na základe výsledkov z opakovaného administrovania, považovať za spoľahlivé.Kľúčové slová SMVUP3-S, validizácia, reliabilita, test-retest, motivácia voľby povolania, psychometria, pedeutológia Úvod V regionálnych výskumoch, zameraných na problematiku voľby učiteľskej profesie, bola empíria realizovaná prevažne kvalitatívnym spôsobom, resp. dotazníkmi, ktorých vnútorná konzistencia a reliabilita nebola zisťovaná. Jediný nám známy nástroj, ktorý je validovaný na našom území je Škála

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“…As a hermeneutic instrument of explicit sensitive parameters, expressed verbally and nonverbally, in a climate of trust, and accomplishing interviewee participation, the employed discussion plan could neutralize to a considerable degree potential stereotyped and predefined responses. Moreover, by selecting a predetermined number, sequence and content of questions, formulated by applying a standardized protocol, the exported data codification and comparability was facilitated, whilst increasing the validity and the reliability of the corresponding measurements (Babbie, 2011;Papanastasiou & Papanastasiou, 2014;Robson, 2010).…”

Section: Data Collection Methodsmentioning

confidence: 99%

Factors That Prevent Primary School Teachers From Utilizing Computers and Other New Technological Means in Their Workplace: The Case of Primary School Teachers in the Prefecture of Magnesia, Greece

Moutsinas¹,

Lamprianidou²,

Mamalaki³

et al. 2016

IJAEDU- International E-Journal of Advances in Education

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In order to understand and to promote the educational integration and utilization of Information and Communication Technologies (ICT), teachers need to be investigated in-depth, as substantial determinants of the educational process, and research interest ought to be concentrated on the factors that are inhibitory to their decisions concerning the pedagogical employment of ICT. Therefore, the present paper examines three interrelated factors that prevent primary school teachers from making use of computers and of other new technological means in their workplace. Through qualitative methodology and individual structured interviews, seven (7) teachers from public primary schools of equal number, in the prefecture of Magnesia, Greece, report a) the main problems encountered in the educational use of computers, b) their beliefs about the pedagogical value of the utilization of computers in the teaching process, and c) the "official policy" of their school of service regarding the usage of computers in instructional practice. According to the findings of this study, among others, a) the quantitatively and qualitatively inadequate or insufficient school infrastructure and technical support are ascertained, whilst highlighting b) the positive learning outcomes of the said use of computers, along with schoolteacher beliefs in favor of their confined employment. Finally, c) a range of existing school policy is observed, including the formal or informal encouragement of the voluntary use of computers, or the absence of corresponding guidelines. Overall, despite their limitations, the abovementioned results can be applied to pre-service and in-service teacher training, and in the formulation of the associated educational policy, taking into account the available national financial resources.

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Factors that Influence Students to Become Teachers

Cited by 59 publications

References 2 publications

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

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

Longitudinal Validation of Scale of Motivation for Choosing Teaching as a Career Smvup3-S: Test-Retest Reliability and Iternal Integrity

Factors That Prevent Primary School Teachers From Utilizing Computers and Other New Technological Means in Their Workplace: The Case of Primary School Teachers in the Prefecture of Magnesia, Greece

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