Finnish and German student teachers’ motivations for choosing teaching as a career. The first application of the FIT-Choice scale in Finland

Göller, Michael; Ursin, Jani; Vähäsantanen, Katja; Festner, Dagmar; Harteis, Christian

doi:10.1016/j.tate.2019.06.023

Cited by 40 publications

(35 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Choosing teacher training as a fallback career is more likely to be rejected (Richardson & Watt, 2014). International comparisons of Australian, American, German, and Norwegian (Watt et al, 2012), German, Austrian, and Swiss , and Finish and German pre-service teachers (Goller et al, 2019) show that their career choice motives across countries have more similarities than differences.…”

Section: Current Research Resultsmentioning

confidence: 99%

Pre-Service Teacher Career Choice Motivation: A Comparison of Vocational Education and Training Teachers and Comprehensive School Teachers in Germany

Stellmacher

Ohlemann

Pfetsch

et al. 2020

IJRVET

View full text Add to dashboard Cite

Context: The current shortage of teachers in Germany, especially in vocational schools, is of relevance to the education system and labour market policy. To recruit future teachers more effectively, it is of great importance to gain a better understanding of pre-service teachers’ career choice motivation. However, research has concentrated so far mainly on teachers in the general education system. The present study investigates the career choice motivation of students who will become vocational education and training (VET) teachers and compares it to the career choice motivation of future comprehensive school teachers. Approach: We surveyed N = 79 teacher training students in total, 30 pre-service VET teachers and 49 pre-service comprehensive school teachers at the beginning of their university-based teacher training. To measure career choice motivation, we used the standardized questionnaire Motivation for Choosing Teacher Education (FEMOLA) including six subscales (Pohlmann & Möller, 2010). In order to compare pre-service VET and comprehensive school teachers with regard to the six scales of career choice motivation, we performed a multivariate analysis of covariance (MANCOVA). Findings: We found the highest means for the motives subject-specific and educational interest for the future VET teachers. In comparison to the pre-service comprehensive school teachers, they rated their educational interest, social influences, and utility as significantly less relevant in terms of their career choice motivation. There are no significant differences on the other three motivational scales. Conclusion: The findings show that the two groups partially differ in their motivations to become a teacher. Therefore, we can conclude that the measures for attracting new students should also be individually adapted to the motives for their career choice. For example, in a counselling interview, the motives for choosing a profession should be discussed and compared with the requirements for studying and later working life.

show abstract

Section: Current Research Resultsmentioning

confidence: 99%

Pre-Service Teacher Career Choice Motivation: A Comparison of Vocational Education and Training Teachers and Comprehensive School Teachers in Germany

Stellmacher

Ohlemann

Pfetsch

et al. 2020

IJRVET

View full text Add to dashboard Cite

show abstract

“…As suggested, values such as job transferability may not be sufficient to sustain teachers' willingness to undertake lifelong teaching [48], but rather, intrinsic values/motivations are the primary reasons for teachers' dedication to and sustainability in their profession [21,50]. Thirdly, given that self-efficacy is not only highly predictive of future behaviors [51,52], but also negatively correlated with teachers' stress and burnout [53,54], universities and teacher educators should therefore pay close attention to TAs' teaching self-efficacy by taking their previous educational backgrounds into account.…”

Section: Discussionmentioning

confidence: 99%

Understanding the Sustainable Development of L2 Chinese Teachers in New Zealand: A Case Study of Teaching Assistants’ Motivational Engagement in Teaching Chinese as a Foreign Language

Sun

2021

Sustainability

View full text Add to dashboard Cite

Informed by the expectancy–value theory and the motivational factors influencing teaching model choices, this case study explored three Chinese-as-a-foreign-language teaching assistants’ (L2 Chinese TAs’) motivational engagement in teaching L2 Chinese as a sustainable and lifelong career in New Zealand. Each TA participated in three rounds of semi-structured interviews in the process of data collection. The findings revealed that (1) the TAs’ expectancy was all student oriented, regardless of their different backgrounds; (2) the different values of L2 Chinese teaching contributed to the TAs’ teaching performance and career choices; and (3) the impact of teaching self-efficacy on the TAs’ profession retention was pivotal, but controversial, when taking their previous majors into account. Implications for the sustainable development of L2 Chinese teachers were discussed.

show abstract

“…Instead trainees tend to emphasise intrinsic attractors such as the enjoyment of working with children (Goller et al 2019), or a desire to help others, perhaps stemming from negative childhood experiences of their own (Kass and Miller 2018). Larger survey studies report similar findings (General Teaching Council 2003).…”

Section: How To Address Teacher Shortagesmentioning

confidence: 98%

Who wants to be a teacher? Findings from a survey of undergraduates in England

Gorard

Ventista

Morris

et al. 2021

Educational Studies

View full text Add to dashboard Cite

This paper presents the results of a large-scale survey of undergraduates in England, concerning their envisaged career choices and how they made them. This gives a more complete account of those who do and do not want to be teachers than usual in the existing literature based primarily on prospective/existing teacher accounts. The paper looks at the issue of shortages, the reasons why people might be deterred from teaching, and summarises the methods used in our new study, followed by the results. The results cover descriptive analyses, and a comparison of responses from those who considered being a teacher (or not), those who had applied to train as a teacher (or not), and those intending to teach. These results are put together in two logistic regression models, one predicting/explaining who considered teaching, and the second explaining who then intends to become a teacher. Conclusions are drawn in the final section.

show abstract

Finnish and German student teachers’ motivations for choosing teaching as a career. The first application of the FIT-Choice scale in Finland

Cited by 40 publications

References 37 publications

Pre-Service Teacher Career Choice Motivation: A Comparison of Vocational Education and Training Teachers and Comprehensive School Teachers in Germany

Pre-Service Teacher Career Choice Motivation: A Comparison of Vocational Education and Training Teachers and Comprehensive School Teachers in Germany

Understanding the Sustainable Development of L2 Chinese Teachers in New Zealand: A Case Study of Teaching Assistants’ Motivational Engagement in Teaching Chinese as a Foreign Language

Who wants to be a teacher? Findings from a survey of undergraduates in England

Contact Info

Product

Resources

About