芬兰教师学生的职业选择动机：一项混合方法研究

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-05-22 DOI:10.1016/j.tate.2025.105068

Päivi Virtanen , Helen M.G. Watt , Paul W. Richardson , Niina Linnanmäki , Ville Mankki , Riitta-Leena Metsäpelto , Kirsi Wallinheimo

{"title":"芬兰教师学生的职业选择动机：一项混合方法研究","authors":"Päivi Virtanen , Helen M.G. Watt , Paul W. Richardson , Niina Linnanmäki , Ville Mankki , Riitta-Leena Metsäpelto , Kirsi Wallinheimo","doi":"10.1016/j.tate.2025.105068","DOIUrl":null,"url":null,"abstract":"<div><div>This mixed-methods study analysed motivations to teach among Finnish first-year teacher students (<em>N</em> = 946) from early childhood, primary and special education programs, to discern potential additional motivations in a context where teaching is highly regarded and any differences between programs. Responses to an open-ended question revealed complementary motivational nuances to enrich the FIT-Choice scale in this context, such as ‘perceived social status’, highlighting the value of a mixed-methods approach. Highest-rated motivations on the FIT-Choice scale were social and intrinsic values, ability, and positive prior teaching and learning experiences; these were also most frequently mentioned of the FIT-Choice factors in open-ended responses, although correspondence at the individual level was modest. Minor differences occurred in career motivations between students from different programs.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"163 ","pages":"Article 105068"},"PeriodicalIF":4.0000,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Finnish teacher students’ career choice motivations: A mixed methods study\",\"authors\":\"Päivi Virtanen , Helen M.G. Watt , Paul W. Richardson , Niina Linnanmäki , Ville Mankki , Riitta-Leena Metsäpelto , Kirsi Wallinheimo\",\"doi\":\"10.1016/j.tate.2025.105068\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><div>This mixed-methods study analysed motivations to teach among Finnish first-year teacher students (<em>N</em> = 946) from early childhood, primary and special education programs, to discern potential additional motivations in a context where teaching is highly regarded and any differences between programs. Responses to an open-ended question revealed complementary motivational nuances to enrich the FIT-Choice scale in this context, such as ‘perceived social status’, highlighting the value of a mixed-methods approach. Highest-rated motivations on the FIT-Choice scale were social and intrinsic values, ability, and positive prior teaching and learning experiences; these were also most frequently mentioned of the FIT-Choice factors in open-ended responses, although correspondence at the individual level was modest. Minor differences occurred in career motivations between students from different programs.</div></div>\",\"PeriodicalId\":48430,\"journal\":{\"name\":\"Teaching and Teacher Education\",\"volume\":\"163 \",\"pages\":\"Article 105068\"},\"PeriodicalIF\":4.0000,\"publicationDate\":\"2025-05-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teaching and Teacher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0742051X25001453\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching and Teacher Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0742051X25001453","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

这项混合方法研究分析了芬兰一年级教师学生（N = 946）的教学动机，这些学生来自幼儿、小学和特殊教育项目，以辨别在高度重视教学的背景下潜在的其他动机，以及项目之间的任何差异。对开放式问题的回答揭示了互补的动机细微差别，在这种情况下丰富了FIT-Choice量表，例如“感知的社会地位”，突出了混合方法方法的价值。在FIT-Choice量表上得分最高的动机是社会和内在价值、能力和积极的先前教学经验；这些也是开放式答复中最常提到的FIT-Choice因素，尽管在个人层面上的对应程度不大。不同专业学生的职业动机差异不大。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Finnish teacher students’ career choice motivations: A mixed methods study

This mixed-methods study analysed motivations to teach among Finnish first-year teacher students (N = 946) from early childhood, primary and special education programs, to discern potential additional motivations in a context where teaching is highly regarded and any differences between programs. Responses to an open-ended question revealed complementary motivational nuances to enrich the FIT-Choice scale in this context, such as ‘perceived social status’, highlighting the value of a mixed-methods approach. Highest-rated motivations on the FIT-Choice scale were social and intrinsic values, ability, and positive prior teaching and learning experiences; these were also most frequently mentioned of the FIT-Choice factors in open-ended responses, although correspondence at the individual level was modest. Minor differences occurred in career motivations between students from different programs.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

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.