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Katrine Nesje Christian Brandmo Jean-Louis Berger 《Scandinavian Journal of Educational Research》2018,62(6):813-831
The act of newly qualified teachers leaving the profession is a growing challenge, both in Norway and internationally. To address recruitment difficulties, there is a need for further knowledge of prospective teachers’ career motivations. The current study validated a Norwegian translation of the Factors Influencing Teaching Choice (FIT-Choice) Scale. Using a sample of 635 preservice teachers, confirmatory factor analyses were conducted. The results indicated that the translated scale offers a valid measure of Norwegian students’ motivation to become teachers. Self-perception of teaching-related abilities was one of the main motivational sources, together with the desire to shape the future of children and adolescents and an interest in teaching. Findings are discussed in relation to previous studies based on the FIT-Choice Scale in other countries. 相似文献
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Stang Lund Elisabeth Bråten Ivar Brandmo Christian Brante Eva W. Strømsø Helge I. 《Reading and writing》2019,32(2):335-356
Reading and Writing - The purpose of this study was to test a hypothesized model that specified direct and indirect effects of textual and individual factors on readers’ ability to integrate... 相似文献
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This study aims at exploring several individual, organizational, and contextual factors that may affect beginning teachers’ turnover intentions during their first years of practice. The sample consists of 227 beginning teachers (69% female and 31% male) from 133 schools in Norway. The results show four important antecedents of beginning teachers’ turnover intentions: collective teacher efficacy, teacher–principal trust, role conflict, and affective commitment. Our findings suggest that organizational and contextual factors, and not necessarily individual competence perceptions, have a significant impact on beginning teachers’ turnover intentions. Also the findings suggest that beginning teachers should be studied separately from more experienced teachers. Implications for school leadership are discussed. 相似文献
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