Session Information
10 SES 9.5 PE/PS, Poster Exhibition / Poster Session
Contribution
Teacher recruitment and retention has been recognized as one of the central problems of teacher policy worldwide (OECD, 2005). The issue of attracting and retaining teachers in the profession has focused the research interest on various issues related to the career choice. The area of teacher motivation has been increasingly attracting attention of the researchers and practitioners in teacher education from various European countries. The focus of this research has been particularly directed to the motivation of students preparing for teaching profession using a well established and internationally validated theoretical framework of expectancy-value theory of motivation (Eccles, 2005). The research was conducted as a part of the larger study on professional role development of student teachers during their pre-service education in Croatia. The focus of the project is the interplay of various motivational determinants of professional role development during in-service teacher training, such as personality factors, academic self-concept, motivation for learning, motivation for teaching, personal needs and efficacy beliefs. The aim of the present study has been to validate FIT Choice scale assessing various motivational factors influencing choice of teaching profession in student teachers (Watt & Richardson, 2007).
Model that served as a basis for the development of this scale includes following aspects of motivation for 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. Socialization influences refer to prior experiences with teaching and learning and the role of friends, family and colleagues in individual’s choice of teaching profession. Self- perceptions refer to the perceived ability one has for teaching, while perceptions of teaching profession refer to the individual’s perceptions of teaching as an expert and demanding career and perceptions of the social status of the profession. Values refer to the intrinsic value of teaching as a career, value of the teaching career for personal goals such as having a secure job and time for family, as well as values of making social contribution as a teacher. The last construct refers to the choice of teaching as a fallback career when an individual was not sure about career choice or was not able to choose other career.
Method
Expected Outcomes
References
Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot & C. S. Dweck, (Eds.) Handbook of Competence and Motivation (pp. 105-121). New York: Guilford Press. Hobson, A. J., Malderez, A., Tracey L., Homer, M. S., Ashby, P., Mitchell, N., McIntyre, J., Cooper, D., Roper, T., Chambers, G. N., & Tomlinson, P. D. (2009). Becoming a teacher: Teacher experiences of initial teacher training, Induction and early professional development. Final Report, University of Nottingham. OECD (2005). Teachers matter: Attracting, developing and retaining effective teachers. OECD Publishing. Richardson, P. W. & Watt, H. M. G. (2006). Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education, 34(1), 27-56. 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.
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