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Chapter 13 - Why Choose Teaching, and Does It Matter?

Published online by Cambridge University Press:  20 September 2017

By
Ruth Butler
Edited by
Helen M. G. Watt ,
Paul W. Richardson  and
Kari Smith
Helen M. G. Watt
Affiliation:
University of Sydney
Paul W. Richardson
Affiliation:
Monash University, Victoria
Kari Smith
Affiliation:
Norwegian University of Science and Technology, Trondheim
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Chapter
Information
Global Perspectives on Teacher Motivation , pp. 349 - 376
Publisher: Cambridge University Press
Print publication year: 2017

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References

Butler, R. (2000). What learners want to know: the role of achievement goals in shaping information-seeking, performance and interest. In Sansone, C. & Harackiewicz, J. (eds.), Intrinsic and Extrinsic Motivation: The Search for Optimal Motivation and Performance (pp. 161–94). New York: Academic Press.Google Scholar
Butler, R. (2012). Striving to connect: extending an achievement goal approach to teacher motivation to include relational goals for teaching. Journal of Educational Psychology, 104, 726–42.Google Scholar
Butler, R. (2014). What teachers want to achieve and why it matters: an achievement goal approach to teacher motivation. In Richardson, P. W., Karabenick, S. A. & Watt, H. M. G. (eds.), Advances in Teacher Motivation: Theory and Practice (pp. 20–34). London: Routledge.Google Scholar
Eccles, J. S. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44, 78–89.Google Scholar
Kunter, M., Tsai, Y.-M., Klusmann, U., Brunner, M., Krauss, S. et al. (2008). Students’ and mathematics teachers’ perceptions of teacher enthusiasm and instruction. Learning and Instruction, 18, 468–82.Google Scholar
Malmberg, L. E. (2008). Student teachers’ achievement goal orientations during teacher studies: antecedents, correlates and outcomes. Learning and Instruction, 18, 438–52.CrossRefGoogle Scholar
Richardson, P. W. & Watt, H. M. G. (2014). Why people choose teaching as a career: an expectancy-value approach to understanding teacher motivation. In Richardson, P. W., Karabenick, S. A. & Watt, H. M. G. (eds.), Teacher Motivation: Theory and Practice (pp. 3–19). New York: Routledge.Google Scholar
Roth, G., Assor, A., Kanat-Maymon, Y. & Kaplan, H. (2007). Autonomous motivation for teaching: how self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99, 761–74.Google Scholar
Schiefele, U., Streblow, L. & Retelsdorf, J. (2013). Dimensions of teacher interest and their relations to occupational well-being and instructional practices. Journal for Educational Research Online, 5, 7–37.Google Scholar
Schwartz, S. H. & Rubel-Lifschitz, T. (2009). Cross-national variation in the size of sex differences in values: effects of gender equality. Journal of Personality and Social Psychology, 97, 171–185.Google Scholar
Watt, H. M. G. & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: development and validation of the FIT-Choice scale. Journal of Experimental Education, 75(3), 167–202.Google Scholar
Watt, H. M. G, Richardson, P. W., Klusmann, U., Kunter, M., Beyer, B., Trautwein, U. & Baumert, J. (2012). Motivations for choosing teaching as a career: an international comparison using the FIT-Choice scale. Teaching and Teacher Education: An International Journal of Research and Studies, 28, 791–805.CrossRefGoogle Scholar

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