Who wants to become a teacher? Typology of student-teachers' commitment to teaching

Moses, I, Berry, A, Saab, N and Admiraal, W 2017, 'Who wants to become a teacher? Typology of student-teachers' commitment to teaching', Journal of Education for Teaching, vol. 43, no. 4, pp. 444-457.


Document type: Journal Article
Collection: Journal Articles

Title Who wants to become a teacher? Typology of student-teachers' commitment to teaching
Author(s) Moses, I
Berry, A
Saab, N
Admiraal, W
Year 2017
Journal name Journal of Education for Teaching
Volume number 43
Issue number 4
Start page 444
End page 457
Total pages 14
Publisher Routledge
Abstract Understanding student-teachers' decisions to enter and stay in the teaching profession after graduation could help teacher educators to find appropriate procedures to enhance commitment to teaching. This study classified student-teachers based on their levels of commitment to teaching, and described these types based on student-teachers' motivation to enter the teaching profession and their perceptions of the teaching profession and environmental aspects e.g. school condition and significant others. Thirty-seven undergraduate student-teachers from the Dar es salaam University College of Education in Tanzania were interviewed. Four student-teacher types from our results were identified: (1) committed passionate, (2) committed compromisers, (3) undecided and (4) uncommitted. Implications from the findings include the importance of designing teacher education curriculum in a way that caters for the needs of student-teachers in each type in order to enhance their commitment to teaching.
Subject Curriculum and Pedagogy Theory and Development
Teacher Education and Professional Development of Educators
Keyword(s) Student-teachers
teacher commitment
motivation
types
Copyright notice © 2017 The Author(s). Published by Informa UK Limited, trading as Taylor and Francis Group
ISSN 0260-7476
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