کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
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356937 | 1435425 | 2014 | 18 صفحه PDF | دانلود رایگان |
Future teachers have been found to exhibit different profiles of professional engagement and career development aspirations (PECDA) even at the very outset of their teaching career (Watt & Richardson, 2008). Highly engaged persisters, highly engaged switchers, and lower engaged desisters differed in their initial motivations for having chosen teaching as a career, perceptions about the profession, career intentions, and demographic characteristics. The present study builds upon and extends this line of research by exploring profiles with a sample from the United States, a culturally similar, yet different setting. Among 246 elementary and secondary preservice teachers from 2 midwestern universities, 3 distinct clusters were identified: highly engaged persisters, lower engaged desisters, and classroom engaged careerists. Teaching motivations and perceptions were compared for the 3 types, as well as changing satisfaction ratings from the start until completion of their teaching qualification; patterns were enriched using qualitative responses from open-ended survey questions. Explanations are advanced in terms of cultural differences in teaching career structures.
Journal: International Journal of Educational Research - Volume 65, 2014, Pages 23–40