NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ830013
Record Type: Journal
Publication Date: 2009-Feb
Pages: 14
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-1360-3116
Mothers Becoming Teachers. What Motivates Them? What Doesn't?
White, Stephanie
International Journal of Inclusive Education, v13 n1 p79-92 Feb 2009
This research draws on six interviews with mothers with dependent children who are studying to become primary school teachers in New Zealand. It investigates the motivating factors that encouraged them to undertake such tertiary studies and also introduces the implications for their families. For these six women, the role of mother seemed intrinsically tied to their motivation to train as teachers. Considerations relating to mothering (in part) also influenced when they began studying towards this career and influenced how they felt about these decisions and managed their study once at the college. However, the pressures of organizing their own children before and after school, spending more time away from the home, and relying on the support of other people to care for their children added to their feelings of stress and guilt. Those of us engaged in tertiary provision need seriously to consider the issues around motivation evident in the women's comments and what we can do to address them and thus provide inclusive education for this group. Students who are parents, and, it seems, especially those who are mothers, need to know that their tertiary study is of value to them and their families, and that the environment they are learning in supports their specific needs. (Contains 1 table and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand