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Motivation for choosing teaching as a career - the perspective of pre-service teachers, novices and experienced subject teachers
Ist Teil von
Zbornik Instituta za pedagoška istraživanja, 2015, Vol.47 (2), p.199-221
Ort / Verlag
Institute for Educational Research, Belgrade
Erscheinungsjahr
2015
Link zum Volltext
Quelle
EZB Electronic Journals Library
Beschreibungen/Notizen
Since motivation for choosing the teaching profession figures as one of the
most important determinants of the successfulness of teachers and even their
students, this paper is aimed at investigating the factors of choosing
teaching as a career. For that purpose, semi-structured interviews were
conducted with the students of ?teacher training? faculties, novices and
subject teachers with more than five years of work experience (N=76).
Thematic analysis was used to identify nine categories of motivational
factors: Working with young people (the desire to have a dynamic and creative
job in the surroundings of young people), Influence on students (the
motivation to exert influence on students? socio-emotional development,
values and education), Dealing with the subject (the motivation for dealing
with the science that the person studied), Class teacher/Teacher/Parents as a
role model (the motivation stemming from the influence of significant
others), Lecturing (the desire to ?transfer knowledge?), Lifelong learning
(the desire for permanent learning in different fields), Working hours and
holidays (the motivation due to working hours and holidays), Fit with the
abilities (the desire to realise the ?naturally given? abilities) and
Reputation (the desire to be appreciated in the society). In keeping with the
results of other studies, it has been found that altruistic motivation for
the choice of teaching as a career is dominant, while extrinsic motivation is
least present. The findings are interpreted in the light of the current
models of motivation for choosing teaching as a career and the
characteristics of teachers? education and status in Serbia.