Session Information
01 SES 14 B, Developing trainee teachers
Paper Session
Contribution
Initial teacher education plays an important role in the acquisition of basic teaching competences and in development of teachers’ professional identity. In the context of teachers’ professional development Korthagen discussed the question of essential qualities of a good teacher and offered a framework which takes into consideration various levels important for addressing this question (Korthagen, 2004). This model clearly outlines the significant role of different individual characteristics in development of prospective teachers’ professional identity. Hence, it is important to explore internal (or personal) context during the initial teacher education, with motivation for choosing this profession certainly being one of its significant aspects since it can shape perception of one’s own professional identity. The area of teacher motivation has been increasingly attracting attention of the researchers and practitioners in teacher education from various European countries, as many of them face the challenges of attracting and retaining high quality teachers in the profession (EC, 2012).
Results of the recent TALIS study outline a picture of Croatian teachers as predominantly female population in their early forties, with completed teacher education program and high participation rate in professional development (OECD, 2014). Compared with teachers in other European countries, Croatian teachers report significantly lower teacher efficacy and perception of the value of the teaching profession in society. On the other hand, envisaged policy reforms of Croatian education require well educated, motivated and empowered professionals who could create and implement changes at all levels. These societal challenges set the stage for the rethinking of teaching profession in the country in line with the most recent trends of European teacher policy (EC, 2013). Research on teachers' professional role and their motivation in various stages of their career therefore becomes an indispensable tool in policymaking.
With recent changes in the initial teacher education and challenges of recruiting quality candidates into teaching profession the area of teacher motivation came in the focus of systematic research interest worldwide. Recent research proposed a FIT-Choice model of factors influencing choice of teaching profession in student teachers as a useful theoretical framework for studying teacher motivation (Watt & Richardson, 2007). Model includes following aspects of motivation for the teaching profession: socialization influences, self-perceptions of ability, perceptions of teaching profession, values of the teaching profession and motivation for the choice of teaching as fallback career. Validation study with student teachers from three Croatian universities demonstrated the validity of this theoretical framework for studying teacher motivation in Croatian educational context (Marušić, Jugović, & Pavin Ivanec, 2011). Various aspects of the motivation for teaching were meaningfully related to basic personality dimensions, particularly extraversion, agreeableness and conscientiousness (Jugović, Marušić, Pavin Ivanec, & Vizek Vidović, 2012). Studies with the Croatian preservice teachers also explored the role of achievement goals in the explanation of motivations, after controlling for personality (Jugović, Marušić, & Pavin Ivanec, 2014). In this study mastery approach goals proved to be the strongest predictors of most aspects of motivation for teaching, especially intrinsic and socially oriented motivation. The goal of this study is to explore the role of personality, self-concept or achievement goals - when taken together - in explaining different aspects of motivation for teaching.
Method
Expected Outcomes
References
EC (2012). Supporting the teaching professions for better learning outcomes, http://ec.europa.eu/education/news/rethinking/sw374_en.pdf EC (2012). Rethinking Education: Investing in skills for better socio-economic outcomes. http://eur-lex.europa.eu/legal-content/EN/TXT/?qid=1389776578033&uri=CELEX:52012DC0669 EC (2013). Supporting teacher competences for better learning outcomes. http://ec.europa.eu/education/policy/school/doc/teachercomp_en.pdf Elliott, A.J. & McGregor, H.A. (2001). A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519. John, O. P., Naumann, L. P., & Soto, C. J. (2008). Paradigm shift to the integrative Big-Five trait taxonomy: History, measurement, and conceptual issues. In O.P. John, R.W. Robins, & L.A. Pervin (Eds.), Handbook of personality: Theory and research (pp. 114-158). New York: Guilford Press. Jugović, I., Marušić, I., Pavin Ivanec, T., i Vizek Vidović, V. (2012). Motivation and personality of pre-service teachers in Croatia. Asia-Pacific Journal of Teacher Education, 40 (3), 271-287. Jugović, I., Marušić, I. & Pavin Ivanec, T. (2014). Do personality and goal orientations predict motivation for the choice of a teaching profession? Paper presented at the 2nd Days of Educational Sciences. Zagreb, Croatia, October 16-17, 2014. Marsh, H. W. and O'Neill, R. (1984). Self Description Questionnaire III (SDQIII): The construct validity of mulitdimensional self-concept ratings by late adolescents. Journal of Educational Measurement, 21: 153-174. Marsh, H.W. & Shavelson, R. (1985). Self-concept: Its multifaceted hierarchical structure. Educational Psychologist, 20, 107-123. Marušić, I., Jugović, I., & Pavin Ivanec, T. (2011). Expectancy-value theory of motivation and the choice of teaching as a career. Psihologijske teme, 20(2), 299-318. Marušić, I., Jugović, I., & Pavin Ivanec, T. (2012). Personality, self concept and the choice of teaching profession. Paper presented at the 18th Psychology Days in Zadar. Zadar, Croatia, May 24-25, 2012. OECD (2014). TALIS 2013: Teaching and Learning International Survey, Country Profile Croatia. Retrieved from http://www.azoo.hr/images/IPA/TALIS-Country-profile-Croatia.pdf 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, 167-202.
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