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A typological approach to investigate the teaching career decision: Motivations and beliefs about teaching of prospective teacher candidates
ARTICLE

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TATE Volume 28, Number 3, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

This study utilized cluster analysis to identify typologies of prospective teachers enrolled in a teacher education program in the U.S. based upon their self-report motivations for teaching. A three-cluster solution generated three distinctive typologies of prospective teachers (N’s of 93, 70 and 52), and further differences among typologies were investigated with respect to participants’ beliefs about teaching.Follow-up semi-structured interviews confirmed meaningful differences found between the clusters with regard to unique combination of motivations and beliefs about teaching relevant to each typology. Implications for teacher education and teacher development are further discussed in relationship with study findings.

Citation

Thomson, M.M., Turner, J.E. & Nietfeld, J.L. (2012). A typological approach to investigate the teaching career decision: Motivations and beliefs about teaching of prospective teacher candidates. Teaching and Teacher Education: An International Journal of Research and Studies, 28(3), 324-335. Elsevier Ltd. Retrieved September 27, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2011.10.007

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