Motivation for becoming a teacher and engagement with the profession: Evidence from different contexts

Fokkens-Bruinsma, Marjon; Canrinus, Esther

doi:10.1016/j.ijer.2013.09.012

Cited by 87 publications

(56 citation statements)

References 39 publications

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“…We have subjected the results of the previous surveys of professional pedagogical motivation students [16] and received data of the internal factors studies of their professional development to mathematical processing of multiple correlation. This allowed us to determine a link between professional motivation and personal psychomotor peculiarities, intellectual and communicative spheres (r=0,7241).…”

Section: Discussionmentioning

confidence: 99%

Dispositional factors of personality professional development of the future teachers of physical education and sport

Stepanchenko

Briskin

2018

PES

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Purpose: The relevance of the problem of professional development of teachers led to the emergence of a large number of publications on this topic in the literature. But these publications do not clarify this very complex phenomenon and do not encourage the emergence of new scientific problems. This has determined the research interest. It is based on the need to clarify idea of internal factors on an intrapersonal level that contribute to the effective professional development of future physical education and sport teachers. The purpose of the work is to study them. Methods: Study participants were students from four Physical Education Faculties (physical education, sports, physical therapy and tourism) of higher education in the field of physical education in Western Ukraine. A total of 356 students participated in the study of internal factors on an intrapersonal level. The choice of research sample was random, the age of students - 18-19 years old. We used the questionnaire to determine the correlation between the two signalling systems and to determine the temperamental characteristics of students. To gather and analyze data we used the quantitative method. Result: Result showed that the second signalling system dominates in the majority of surveyed students. Most of the students with the prevailing second signalling system belong to the faculty of tourism (74%). We have determined the average level of the intellectual development sphere for all students without any exceptions. The highest rates were identified for the students of physical therapy faculty. The future teachers of physical education and sport showed the lowest results in communicative sphere. This is insufficient for professional and pedagogical activity. This group of students showed the best development in psychomotor qualities, even though the results were on average level. In general, we have not determined any significant discrepancies in psychomotor, intellectual and communicative spheres of the future teachers of physical education and sports in comparison with the students of other areas of training. Conclusions: We have demonstrated that the properties of the various personality aspects of the future physical education and sports teacher in the intellectual and communication domains are insufficient for professional work. They require the development of targeted effective methods for professional education and psycho-pedagogical means of motivation. The results of internal factors of students’ personality professional development diagnostics are supported by compliance of their characterological features to the professional demands but also by the conscious professional interests.

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Section: Discussionmentioning

confidence: 99%

Dispositional factors of personality professional development of the future teachers of physical education and sport

Stepanchenko

Briskin

2018

PES

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“…In order to gain more insight into the attrition problem in teacher education it is important to gain insight into the motivations for withdrawal (Spear, Gould, and Lee 2000;Chambers, Coles, and Roper 2002) as well as into motivations for entering teacher training, because the latter may explain why student teachers decide to stay in or leave teacher education (Bruinsma and Jansen 2010;Eren and Tezel 2010;Fokkens-Bruinsma and Canrinus 2014;Gu and Day 2013;Roness 2011;Roness and Smith 2009;Watt and Richardson 2012). Furthermore, understanding successful students' motives for continuing in the program or their motives to teach while in the program (e.g., Nesje, Brandmo, and Berger 2018) are also considered to be useful as a benchmark for increased retention (Van Bragt et al 2011), but not as much investigated.…”

Section: Introductionmentioning

confidence: 99%

Student teachers’ motives for participating in the teacher training program: a qualitative comparison between continuing students and switch students

Meens

Bakx

2019

European Journal of Teacher Education

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“…Among these, expectancy-value theory 2 The term "personal" in "personal epistemology" is mainly used to distinguish students' and other laypersons' beliefs about knowledge and knowing from schooled philosophers' (i.e., epistemologists') thinking about such issues (Bråten, 2011). has proven particularly fruitful (Watt & Richardson, 2015), with much of this work, however, focusing on motivation to become a teacher rather than on motivation for learning from theory and practice, respectively, in teacher education (e.g., Fokkens-Bruinsma & Canrinus, 2014;Sinclair, 2008;Watt et al, 2012;Watt, Richardson, & Wilkins, 2014). The expectancy-value framework describes two motivation components: one expectancy component addressing how well individuals believe they can do on upcoming tasks, and one value component addressing how valuable they consider those tasks to be (Wigfield & Eccles, 2000).…”

Section: Introductionmentioning

confidence: 99%

Beliefs about sources of knowledge predict motivation for learning in teacher education

Bråten

Ferguson

2015

Teaching and Teacher Education

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Motivation for becoming a teacher and engagement with the profession: Evidence from different contexts

Cited by 87 publications

References 39 publications

Dispositional factors of personality professional development of the future teachers of physical education and sport

Dispositional factors of personality professional development of the future teachers of physical education and sport

Student teachers’ motives for participating in the teacher training program: a qualitative comparison between continuing students and switch students

Beliefs about sources of knowledge predict motivation for learning in teacher education

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