In this study, the assumption that motivation is relevant for preservice teachers’ engagement to the profession is investigated using the Factors Influencing Teaching (FIT) Choice theory. This assumption is tested in two Dutch teacher training contexts. Survey data from preservice teachers training in training for secondary education level (n = 168) and primary education level (n = 53) were used in stepwise regression analyses. In both contexts, working with children and adolescents was in the top three of important motives to become a teacher. As well, this motive predicted many factors relevant for the engagement to the profession (e.g., planned effort, planned persistence, and leadership aspirations). Differences between the contexts wer...
The nature of teachers’ professional choice motivation has been proved important for the later pr...
Since motivation for choosing the teaching profession figures as one of the most important determ...
The aim of the study is to discursively identify student teachers’ perceptions of the teaching profe...
In this study, the assumption that motivation is relevant for preservice teachers’ engagement to the...
In this study, the assumption that motivation is relevant for preservice teachers’ engagement to the...
In order to counter what appears to be a problem for many OECD countries, namely the growing shortag...
This study examined the suitability of the FIT-Choice scale in a Dutch educational context among two...
The present study examines future teachers' motivations for teaching using the FIT-Choice (Factors I...
This study investigated 198 pre-service teachers' intrinsic and extrinsic motivation for becoming te...
This study investigated 341 pre-service elementary teachers' motives to become a teacher using Facto...
AbstractThis study investigated 341 pre-service elementary teachers’ motives to become a teacher usi...
The act of newly qualified teachers leaving the profession is a growing challenge, both in Norway an...
Why do individuals all over the world choose to become school teachers? What motivates them to becom...
The motivations for undertaking teacher education and perceptions about the teaching profession ...
The motivations for undertaking teacher education and perceptions about the teaching profession were...
The nature of teachers’ professional choice motivation has been proved important for the later pr...
Since motivation for choosing the teaching profession figures as one of the most important determ...
The aim of the study is to discursively identify student teachers’ perceptions of the teaching profe...
In this study, the assumption that motivation is relevant for preservice teachers’ engagement to the...
In this study, the assumption that motivation is relevant for preservice teachers’ engagement to the...
In order to counter what appears to be a problem for many OECD countries, namely the growing shortag...
This study examined the suitability of the FIT-Choice scale in a Dutch educational context among two...
The present study examines future teachers' motivations for teaching using the FIT-Choice (Factors I...
This study investigated 198 pre-service teachers' intrinsic and extrinsic motivation for becoming te...
This study investigated 341 pre-service elementary teachers' motives to become a teacher using Facto...
AbstractThis study investigated 341 pre-service elementary teachers’ motives to become a teacher usi...
The act of newly qualified teachers leaving the profession is a growing challenge, both in Norway an...
Why do individuals all over the world choose to become school teachers? What motivates them to becom...
The motivations for undertaking teacher education and perceptions about the teaching profession ...
The motivations for undertaking teacher education and perceptions about the teaching profession were...
The nature of teachers’ professional choice motivation has been proved important for the later pr...
Since motivation for choosing the teaching profession figures as one of the most important determ...
The aim of the study is to discursively identify student teachers’ perceptions of the teaching profe...