Alternative Teacher Certification Students’ Motivations of Teaching

Akar, Ebru Öztürk

doi:10.14221/ajte.2019v44.n11.3

Cited by 4 publications

(4 citation statements)

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“…Finally, concerning the variables that explain satisfaction with career choice, in both groups, the main determinants corresponded to the variables of intrinsic career value and social utility value. This finding is congruent with several studies at the international level (Akar, 2019;Akpochafo, 2020;Eghtesadi Roudi, 2021;Simić et al, 2022), although altruistic value has been reported as the most relevant (Bakar et al, 2014). We found that, beyond these variables, other variables contribute significantly to explaining satisfaction, which differs between males and females.…”

Section: Discussionsupporting

confidence: 92%

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Motivational and Perceptual Factors for Choosing Teaching as a Career in Chile: Sex Differences

Sanzana

García²,

Valenzuela³

et al. 2022

IJLTER

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This paper analyzes the similarities and differences by sex in the motivational variables for choosing a teaching career. We set out to determine the motivational variables influencing student teachers to opt for teaching careers according to sex. Nine hundred and ninety-five student teachers from four Chilean universities participated in this study. Female respondents constituted 65.7% of those who responded to the research instrument (n = 654), while male respondents comprised 34.3% (n = 341) of the sample. The study used the FIT-Choice (factors influencing teaching choice) Scale. This paper presents differential evidence by sex regarding the motivations that the literature has recognized as relevant for selecting a teaching career in Chile. The comparative results showed that women are more motivated than men for their studies, perceive themselves as having greater capacities for teaching, and are more satisfied with this career choice. Intrinsic value is the main motivational factor that explains satisfaction with career choices for both sexes. However, it appears more strongly in men. It is followed in importance by social utility value, perceived ability, and previous teaching-learning experiences. The positive relationship between the perceived demands of the profession and the desire to pursue a teaching career stands out among men. The implications of these findings are discussed.

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Section: Discussionsupporting

confidence: 92%

“…In this regard, recent studies have reported that sex and age seem to play an essential role in opting for teaching as a profession (Akar, 2019;Akpochafo, 2020). Indeed, male and female candidates have different motivations and perceptions regarding teaching (Eghtesadi Roudi, 2021).…”

Section: Introductionmentioning

confidence: 99%

Motivational and Perceptual Factors for Choosing Teaching as a Career in Chile: Sex Differences

Sanzana

García²,

Valenzuela³

et al. 2022

IJLTER

View full text Add to dashboard Cite

show abstract

“…Indeed, working with gifted and average pupils is not normally limited to only classroom activities and requires additional effort on the part of the teacher and, therefore, an appropriate level of training for the organizing extracurricular activities. An analysis scientific works show that it is important to determine effective factors in motivation towards teaching (Akar, 2019), to justify the content of teacher training and its implementation in the context of introducing new training programmes (Fujimura, & Mistilina, 2020), to search for new effective forms and methods of developing professional competency in future teachers in higher education institutions (Silvestri et al, 2019), to develop teachers' readiness to implement new educational programmes (Anisimova et al, 2020;Melnychuk et al, 2019), to implement personalityoriented approach to professional development of teachers by involving them in mentor programmes (Winter, Bressman, & Efron, 2020). The authors of the paper believe that to train professionally competent teachers, it is essential to consider this issue comprehensively, taking into account the peculiarities of the pedagogical activity, which is not limited only to classroom work.…”

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confidence: 99%

The System of Training Future Teachers for Organizing Extracurricular Activities of Pupils

Androshchuk

Kurach

et al. 2020

RREM

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The paper defines conceptual principles of future teachers' professional training in the context of organizing extracurricular activities for pupils, which contain preliminary statements, methodological approaches (systemic, synergetic, competency-based, activity-oriented, developmental, personalityoriented, cultural, axiological), principles (general didactic and specific) of education. The professional training of future handicraft and technology teachers for organizing extra-curricular activities for pupils is analyzed based on its three stages: organization and motivation, practice and methods, activity and creativity. Given the professional activities of future handicraft and technology teachers, it is essential to distinguish their theoretical, practical and methodological training. The stages of training future handicraft and technology teachers for organizing extra-curricular activities for pupils are reinforced with the content of such training in higher education institutions. The levels of readiness of future handicraft and technology teachers for extracurricular activities can be identified through relevant indicators based on motivationaland-axiological, cognitive, activity-related and creative criteria. Both the qualitative and quantitative analysis of the experiment results shows that the obtained indicators confirm positive dynamics regarding developing readiness in future handicraft and technology teachers to organize extracurricular artistic-andtechnical activities for pupils.

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“…Teaching is not an exception. In his study, Akar (2019) found that people joined teaching through alternative certification programs for mostly extrinsic motivations like time for their family, salary, and job security. The career changers who join teaching have experiences in other careers, and thus, they have the practical knowledge to get a suitable job for them.…”

Section: Theme 1 Discussion: External and Internal Rewards For Teachi...mentioning

confidence: 99%

Alternative Certification Programs in K-12 Schools: The Experiences of Diverse Teachers

Uddin

2024

JET

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Through individual interviews and focus groups, this qualitative phenomenological study explored 11 conditionally licensed teachers’ experiences in earning their full teaching license in a Mid-Atlantic state in the United States. Data were analyzed using a thematic analysis method. The findings of this study showed that the conditionally licensed teachers were career changers from diverse ethnic identities, and they mainly struggled with classroom management. The study also found that they had little support and information regarding the certification process, and their work-life-study balance was challenging. This study suggests that schools, school districts, and the university develop strong partnerships to provide appropriate support to these teachers to make them licensed and effective classroom teachers in order to meet the needs of the national teacher shortage.

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Alternative Teacher Certification Students’ Motivations of Teaching

Cited by 4 publications

References 0 publications

Motivational and Perceptual Factors for Choosing Teaching as a Career in Chile: Sex Differences

Motivational and Perceptual Factors for Choosing Teaching as a Career in Chile: Sex Differences

The System of Training Future Teachers for Organizing Extracurricular Activities of Pupils

Alternative Certification Programs in K-12 Schools: The Experiences of Diverse Teachers

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