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The aim of the study is to discursively identify student teachers’ perceptions of the teaching profession early in their education and their motives for this career choice. Students wrote a letter sharing thoughts on why they want to become a teacher, how they regard the teaching profession and if someone inspired them in their career choice. The empirical data consists of 259 student texts from three Swedish teacher education programmes. The study employed a qualitative method denoting different categorizations compared to previous studies, emphasising the idea of multiple motives for career choice and the link to student teachers’ evolving pedagogical identity. Major differences can be distinguished among the programmes, emphasising different main motives and shifting incipient pedagogic identities. The results indicate the value of organising teacher education programmes drawing on multiple motives, which is expected to contribute positively to completion of teacher education and teacher retention in future profession. 相似文献
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Previous research highlights that personal factors are more important than contextual factors in explaining teachers’ behaviours in relation to learning participation. The present study explores the relationship between two personal factors (dispositional resistance to change and teachers’ attitude towards continuing education) and the moderating role of conscientiousness on this relationship. The data have been gathered from 142 teachers from the field of special and public education, using three questionnaires: Revised Adult Attitudes Towards Continuing Education Scale, Resistance to Change Scale and IPIP-50. The main results show that, firstly, conscientiousness has a moderating role on the relationship between dispositional resistance to change and enjoyment of learning, and secondly, teachers in special education consider their continuing education as being more important than teachers in the regular system. Knowing this, we can predict and increase teachers’ participation in continuing education and can improve training design. 相似文献
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