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ERIC Number: EJ973886
Record Type: Journal
Publication Date: 2012
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1359-866X
Initial Motivations for Teaching: Comparison between Preservice Teachers in the United States and China
Lin, Emily; Shi, Qingmin; Wang, Jian; Zhang, Shaoan; Hui, Liu
Asia-Pacific Journal of Teacher Education, v40 n3 p227-248 2012
This study examined similar and differing initial motivations to teach between 257 US and 542 Chinese preservice teachers using the recently validated FIT-Choice scale. In both countries, participants were motivated to enter teaching because of their social utility values. US preservice teachers reported significantly higher motivations from social utility values, teaching abilities, intrinsic career value, and prior teaching and learning experiences, and lower fallback career motivations. While both viewed teaching as low in return, Chinese participants rated teaching to be low in demand whereas US participants perceived it as high in demand. Despite this, US participants were more satisfied with their career choice. Subtle similarities and differences between the two countries are discussed in relation to social and cultural-value differences. (Contains 4 tables and 2 figures.)
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: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; United States
Grant or Contract Numbers: N/A