Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

13 results

Global Perspectives on Teacher Motivation
  • Edited by Helen M. G. Watt, Paul W. Richardson, Kari Smith
  • Published online:
    20 September 2017
    Print publication:
    08 September 2017
  • Many studies of teacher motivation have been conducted in different contexts over time. However, until fairly recently there has not been a reliable measure available to allow comparisons across samples and settings. This has resulted in an abundance of findings which cannot be directly compared or synthesised. The FIT-Choice instrument offers the opportunity to examine motivations across settings. The various studies in this book suggest that people who choose teaching as a career are motivated by a complex interaction of factors embedded within communities and cultural expectations, but seem generally to embrace a desire to undertake meaningful work that makes for a better society. Unlike some careers, where rewards are in the form of salary and status, by and large these factors are not strong drivers for people who want to become teachers. They want to work with children and adolescents, and believe they have the ability to teach.

  • Chapter 12 - Divided by Discipline?

  • Edited by Helen M. G. Watt, University of Sydney, Paul W. Richardson, Monash University, Victoria, Kari Smith, Norwegian University of Science and Technology, Trondheim
  • Book:
    Global Perspectives on Teacher Motivation
    Published online:
    20 September 2017
    Print publication:
    08 September 2017, pp 322-348

  • Summary

    Abstract

    The motivational profiles, perceptions about teaching, and background demographic characteristics of beginning English and Mathematics teachers were compared within an Australian sample, from the start of their teacher education studies (NT1 = 325; 213 English) until early career teaching (NT2 = 132; 89 English). Beginning Mathematics teachers tended to be older, to study through graduate-entry mode, were less likely to have chosen teaching as their first career, and more likely to have parents who worked in STEM (Science, Technology, Engineering and Mathematics) fields. Relative to beginning English teachers, there was a higher proportion from non-English speaking and less advantaged socioeconomic backgrounds. Preservice English teachers tended to have parents who worked in education, were more highly motivated to enhance social equity, less motivated to teach as a “fallback” career, and regarded teaching as more demanding. From initial teacher education until early career teaching, the only significant change was that perceptions of teaching demand increased for beginning English and Mathematics teachers; overall, there were more similarities than differences between the motivations and perceptions of beginning English and Mathematics teachers.