ملخص
Motivations for choosing teaching as a career were investigated in 200 pre-service teachers from Canada and Oman. We used a novel structured qualitative approach and two theoretical models to analyze how pre-service teacher career-choice motivation varied according to cultural context. The results of the study showed that Canadian participants made more self-references, and expressed higher levels of individual-focused motivation and social utility value as career motivators than did Omani participants. Participants from Oman expressed greater endorsement of teaching as a fallback career and higher levels of socio-cultural influences than Canadian participants. Results extend teacher motivation "teacher motivation theory" by investigating socio-cultural influences.
اللغة الأصلية | English |
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الصفحات (من إلى) | 579-588 |
عدد الصفحات | 10 |
دورية | Teaching and Teacher Education |
مستوى الصوت | 27 |
رقم الإصدار | 3 |
المعرِّفات الرقمية للأشياء | |
حالة النشر | Published - أبريل 2011 |
ASJC Scopus subject areas
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