British Journal of Educational Technology,
Journal Year:
2017,
Volume and Issue:
50(1), P. 153 - 165
Published: Dec. 13, 2017
Abstract
Learners
who
enrol
in
massive
open
online
courses
(MOOCs)
have
different
backgrounds
and
tend
to
motivations
than
learners
traditional
courses.
Based
on
value‐expectancy
theory,
an
instrument
was
developed
measure
motivation
for
enrolling
a
programming
MOOC.
A
study
with
1229
adult
participants
Estonian‐language
course
“About
Programming”
conducted
validate
the
instrument.
Results
of
confirmatory
factor
analysis
validated
7‐factor
scale
named
factors
influencing
enrolment
MOOC
(FIEM).
FIEM
comprises
three
expectancies,
values
one
social
influence.
The
highest
lowest
rated
motivational
are
discussed
paper.
Interest
expectations
course,
personal
suitability
distance
learning
family
work
highest‐rated
those
Usefulness
related
own
children,
influence
usefulness
certification
were
rated.
results
this
can
be
useful
designers
MOOCs
might
used
future
studies.
Educational Research and Evaluation,
Journal Year:
2015,
Volume and Issue:
21(3), P. 258 - 297
Published: March 18, 2015
Why
do
individuals
all
over
the
world
choose
to
become
school
teachers?
What
motivates
them
educators
of
young
people,
and
how
committed
are
they
this
cause
when
enter
their
teacher
education
courses?
Considering
that
motivation
commitment
have
been
identified
as
crucial
factors
for
future
success
schools
(Huberman,
1993
Huberman,
M.
(1993).
The
lives
teachers
(J.
Neufeld,
Trans.).
London:
Cassell
Villiers
House.
[Google
Scholar];
Manning
&
Patterson,
2005
Manning,
M.,
J.
(2005).
Special
publications.
Childhood
Education,
81,
249–251.
doi:
10.1080/00094056.2005.10522284[Taylor
Francis
Online]
,
Rikard,
1999
G.
L.
(1999).
Promoting
in
pre-service
teachers.
Journal
Physical
Recreation
Dance,
70(9),
53–56.
10.1080/07303084.1999.10605969[Taylor
Scholar]),
these
important
questions
policy
makers
societies
address.
This
paper
provides
a
systematic
conceptual
review
empirical
research
studies
exploring
student
teachers'
career
motivations
23
countries
from
5
continents.
A
variety
motivating
explored,
relative
importance
decisions
is
discussed,
differences
between
various
subgroups
cultural
contexts
highlighted.
Attention
drawn
methodological
limitations
well
recent
developments
area
research.
European Journal of Teacher Education,
Journal Year:
2018,
Volume and Issue:
41(3), P. 266 - 281
Published: March 7, 2018
The
aim
of
the
study
is
to
discursively
identify
student
teachers'
perceptions
teaching
profession
early
in
their
education
and
motives
for
this
career
choice.
Students
wrote
a
letter
sharing
thoughts
on
why
they
want
become
teacher,
how
regard
if
someone
inspired
them
empirical
data
consists
259
texts
from
three
Swedish
teacher
programmes.
employed
qualitative
method
denoting
different
categorizations
compared
previous
studies,
emphasising
idea
multiple
choice
link
evolving
pedagogical
identity.
Major
differences
can
be
distinguished
among
programmes,
main
shifting
incipient
pedagogic
identities.
results
indicate
value
organising
programmes
drawing
motives,
which
expected
contribute
positively
completion
retention
future
profession.
Asia Pacific Education Review,
Journal Year:
2013,
Volume and Issue:
14(3), P. 295 - 306
Published: April 8, 2013
As
teaching
is
a
nation-building
profession,
the
career
motivations
of
pre-service
teachers
are
worth
exploring.
This
study
examines
283
Turkish
who
have
chosen
as
career.
Accordingly,
they
were
asked
questions
about
deciding
to
teach,
perceptions,
and
major
expectations.
A
profile
participants
was
then
developed
by
analyzing
their
responses
in
quantitative
qualitative
ways
being
descriptive,
statistical,
inductive
steps.
It
seen
that
extrinsic,
altruistic,
intrinsic
all
play
role
when
individuals
choose
In
addition,
although
altruistic
motives
very
dominant
for
females,
mercenary-based
extrinsic
males.
Associatively,
further
desired
first
profession
females.
light
findings,
we
give
suggestions
teacher
training
institutions
policy
makers.
Cogent Education,
Journal Year:
2016,
Volume and Issue:
3(1), P. 1 - 1
Published: Feb. 6, 2016
It
is
widely
claimed
that
learners
interpret
new
information
and
experiences
through
their
existing
network
of
knowledge,
experience,
beliefs.
Research
on
professional
identities
teachers
highlight
the
impact
biographical
factors
such
as
schooling
experiences,
motivations
for
entering
teacher
education
programs,
initial
contexts
practice,
influential
"construction,
deconstruction
reconstruction"
teachers'
kind
they
become.
The
study
investigates
candidates'
hopes
fears
concerning
future
career
teachers.
An
open-ended
questionnaire
was
distributed
to
90
candidates
in
a
college.
qualitative
analysis
identifies
domains
hope
fears.
findings
reveal
expressed
more
then
Their
correspond
with
qualities
"good
teacher"
effective
teaching.
can
support
development
prospective
towards
expertise
teaching
assist
program
designers
educators
strengthening
programs
by
catering
students'
needs,
taking
into
consideration
concerns.
Teaching and Teacher Education,
Journal Year:
2020,
Volume and Issue:
96, P. 103186 - 103186
Published: Aug. 26, 2020
This
article
addresses
the
characteristics,
motivations
and
perceptions
of
teachers
regarding
retention.
The
participants
were
practicing
in
Australia.
survey
included
Factors
Influencing
Teaching
Choice
(FIT-Choice)
scale,
previously
used
with
preservice
teachers.
results
show
that:
i)
teacher
are
related
to
self-perceptions
teaching
children/adolescents
community,
ii)
threatened
by
negative
social
perceptions,
iii)
influenced
characteristics
such
as
gender.
It
is
concluded
that
retention
may
be
undermined
employment
practices
erode
a
teacher's
self-concept.
Outcomes
inform
policy
for
improving
diverse
workforce.
