“…So far, the framework has mainly been utilised in single country contexts and less from a cross-cultural comparative perspective. Such a comparative perspective including more than one country, however, is crucial, since the social basis of a teaching profession is created through behavioural and cultural patterns, specific artefacts, and their connection to certain social and institutional practices (e.g., Sarja, Nyman, Ito, & Jaatinen, 2017). Thus the comparative perspective allows us to understand how different cultural patterns and national practices shape the motivations of young people to become teachers.…”