How early pedagogical experiences relate to teachers’ career motivations

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-10-28 DOI:10.1016/j.tate.2024.104808

Bradley W. Bergey , John Ranellucci

引用次数: 0

Abstract

Early pedagogical experiences are known to influence teaching career choice, yet research on their relations with motivational beliefs remains limited. Applying the FIT-Choice model, we investigated how the amount and type of early pedagogical experiences relate to career motivations in a diverse, urban sample of teacher education students (N = 901). ANOVAs and multigroup path analyses revealed smaller effects of socialization on motivational beliefs and larger effects of intrinsic value on career choice satisfaction and planned persistence for participants with lead teaching experience. Findings illuminate how types of teaching experience are differentially associated with career motivations among teacher trainees.

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早期教学经验与教师职业动机的关系

众所周知，早期教学经验会影响教师职业选择，但有关这些经验与动机信念之间关系的研究仍然有限。应用 FIT-选择模型，我们调查了早期教学经验的数量和类型与师范生职业动机之间的关系，样本为多样化的城市师范生（N = 901）。方差分析和多组路径分析显示，对于有带头教学经验的参与者，社会化对动机信念的影响较小，而内在价值对职业选择满意度和计划持续性的影响较大。研究结果阐明了教学经验类型与师范生职业动机的不同关联。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.