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ERIC Number: EJ1365231
Record Type: Journal
Publication Date: 2022
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0272
EISSN: EISSN-1366-5839
Pre-Service Teachers' Motivations to Enter the Profession
Kwok, Andrew; Rios, Ambyr; Kwok, Michelle
Journal of Curriculum Studies, v54 n4 p576-597 2022
In this large-scale qualitative study, we use an emergent design to explore pre-service teachers' (PST) motivations to enter the profession. We open-code 2,798 PSTs responses to the directive, 'Explain why you decided to become a teacher', given over the course of a six-year period from one large Texas teacher preparation programme. Using constant comparative analysis, we identified three categories of motivation into the teaching profession: altruism, intrinsic motivation, and socialization influences. Each of these explain why PSTs were motivated--to, by, and from--entering the profession, respectively. However, descriptions of each category differed from findings in previous research, as our study addresses methodological, contextual, and conceptual gaps that have persisted throughout this field. Findings offer implications for increasing the teacher pipeline through targeted recruitment and increased informal teaching experiences.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A