This paper aims to identify key motivational factors and examine the role of gender that influence positively decision to become a teacher in the UAE. Furthermore, due to recent heavy enrolment in teacher education at publicly-funded institutions, this study also finds it essential to understand B.Ed. students' intentions to teach after graduation. A total of 116 pre-service teachers studying in Teachers' Academy in UAE was surveyed using a self-administered questionnaire survey. The data was analysed using multivariate statistical techniques using SPSS. A Likert-type scale with 14 motivational items under four broad categories of motivations, namely, altruistic, intrinsic, extrinsic and pragmatic, was used to accomplish the stated aims of this research. The study confirmed that the intrinsic motivation and altruistic motivation are significant determinant for their intention to become teacher. Extrinsic motivational factors have a very marginal role to play in their decision to teach in the school. The result did not find any significant impact of Pragmatic motivational factors on the intention to teach. Moreover, the results did not find any significant difference between male and female students. These outcomes of the research would be of help for the UAE educators and policymakers. Also, since teachers' education for the Emiraties (UAE nationals) are mostly funded by the government, the findings of this study would be useful in recruiting potential students who have higher possibility to contribute in educational sector of the UAE. To improve the teacher education as well as the recruitment policies and their implications in practice, facilitation of a strong base of 'educational research' in the UAE is recommended. It is important to note that the findings of this study cannot be generalized to the entire UAE teacher education policies and practices due to the small size of the sample available for analysis. Overall, the study provides insights into the motivation factors that prompt greater number of pre-service students to consider teaching as a profession. This would therefore be a useful tool for the UAE educational stakeholders against the backdrop of continuous fall in students' participation.

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In Abu Dhabi, the capital of the United Arab Emirates, subject teachers of English medium in government schools are recruited from overseas and have a wide range of years of teaching experience. Research is divided into whether or not years of experience necessarily translates into a positive correlation with student-centred classroom practice such as the use of hands-on learning and inquiry-based approaches to learning in science. Abu Dhabi is in the process of dramatically overturning its education system, resulting in at times challenging teaching environments. Teachers working here are in the unique situation of being part of a rapidly developing education system and face similar challenges regardless of their years of experiences. This study surveys 249 expatriate English medium teachers to explore how their number of years of experience varies with their classroom practice, teaching beliefs and confidence levels. Although teachers with more experience were far more likely to express confidence in their own abilities (self-efficacies), we found the classroom practices of those between five and ten years of experience aligned most closely with inquiry-based, student-centred learning approaches applied in Abu Dhabi classrooms. Keywords: Years’ teaching experience, classroom practice, reform.

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