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ERIC Number: EJ1001437
Record Type: Journal
Publication Date: 2012
Pages: 17
Abstractor: ERIC
Reference Count: 38
ISSN: ISSN-0737-5328
Motivation and Commitment: Pre-Service Teachers from Hong Kong and Mainland China at a Training Institute in Hong Kong
Gu, Mingyue; Lai, Chun
Teacher Education Quarterly, v39 n3 p45-61 Sum 2012
Research indicates that historical and social backgrounds influence individuals' motivation to teach and their commitment to teaching (Gordon, 2000; Su, Hawkins, Huang & Zhao, 2001). This article reports on a comparative study exploring the motivation to teach and the commitment to teaching among non-local prospective student teachers from mainland China and their Hong Kong local counterparts. This study was based on the accounts of prospective student teachers after their first semester of study at a teacher training institute, at which time they had not yet had the chance to observe or experience teaching in actual Hong Kong schools. Their motivation to teach might well change as they gain more and better understanding of the sociopolitical contexts of Hong Kong education and the institutional culture of Hong Kong schools. Thus, a longitudinal study following prospective student teachers over time to investigate fluctuations in their motivation to teach might provide insights into the interaction between their assessment and re-assessment of socio-cultural contexts, their evolving teaching identity and their motivation to teach. (Contains 1 table and 1 note.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; Hong Kong