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ERIC Number: EJ799084
Record Type: Journal
Publication Date: 2008-May
Pages: 26
Abstractor: As Provided
Reference Count: 61
ISSN: ISSN-1359-866X
Initial and Changing Student Teacher Motivation and Commitment to Teaching
Sinclair, Catherine
Asia-Pacific Journal of Teacher Education, v36 n2 p79-104 May 2008
In an era of teacher shortages, what would motivate individuals to become teachers when the demands on teachers are greater than ever and there are plenty of alternative occupations from which to choose? This paper presents the findings of a study of student teachers' motivations to be primary teachers and their commitment to teaching after their first practicum. Results suggested that student teachers are multi-motivated to be teachers. The most common reasons for choosing teaching reflected a positive self-evaluation of their attributes and capabilities to be teachers, to work with children and because of the intellectual stimulation teaching would provide. Motivation and commitment changed to some extent over the first semester of initial teacher education, particularly as a result of the first practicum. Implications for policy, practice and future research are drawn from the results to help attract, retain and educate the next generation of teachers and in some way help offset forecasted teacher shortages. (Contains 6 tables and 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: Practitioners; Researchers; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A