Initial motivations for teaching: comparison between preservice teachers in the United States and China

Lin, Emily; Shi, Qingmin; Wang, Jian; Zhang, Shaoan; Hui, Liu

doi:10.1080/1359866x.2012.700047

Cited by 123 publications

(153 citation statements)

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“…Additionally, studies using the factors influencing teaching (FIT) measurement revealed high levels of motivation to teach in those who desired to enhance social equity (Fokkens-Bruinsma & Canrinus, 2012) and had high levels of intrinsic career value (Klassen, Al-Dhafri, Hannok, & Betts, 2011) as well as social utility value (Lin, Shi, Wang, Zhang, & Hui, W 2012). In contrast, external factors including time for family, salary, status (Fokkens-Bruinsma & Canrinus, 2012), and self-expression (Lin et al, 2012) were lower in participants motivated to teach.…”

Section: Motivations To Teachmentioning

confidence: 85%

Why Teach? A Project-ive Life-world Approach to Understanding What Teaching Means for Teachers

Landrum

Guilbeau

Garza

2017

QRE

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Previous literature has examined teachers' motivations to teach in terms of intrinsic and extrinsic motives, personality dimensions, and teacher burnout. These findings have been cast in the rubric of differences between teachers and non-teachers and the linear relations between these measures among teachers. Utilizing a phenomenological approach (Giorgi, 1970) to analyze data generated in structured interviews with four tenured professors from small, liberal arts universities whose central mission is teaching, this paper presents the telic or project-ive horizons of teaching -those motives aimed at what is 'not yet' (Heidegger, 1927(Heidegger, /1962. Results revealed that teaching is understood by teachers to be a dialogical enterprise between a teacher and learners across dimensions of transformation, knowledge, and personhood. This dialogue entailed an abiding tension between self and other, activity and passivity, giving and receiving, preparation and spontaneity, instructing and learning, leading and following, asserting and withdrawing. It comprised an orientation to a teachers' vision for the possible future personhood of the teacher and their students and to the character of the world which teachers and learners inhabit together. These findings are discussed in terms of the reviewed literature and as a case in point for a vital complementarity of research approaches. Keywords ResumenLa literatura ha examinado las motivaciones de los docentes para enseñar en términos de motivos intrínsecos y extrínsecos, las dimensiones de la personalidad, y el desgaste. Estos hallazgos han sido expuestos mediante diferencias entre maestros y no-maestros y las relaciones lineales de este indicativo entre los maestros. Utilizando un enfoque fenomenológico (Giorgi, 1970) para analizar los datos generados en entrevistas estructuradas con cuatro profesores titulares de una pequeña universidad de humanidades cuya misión central es la docencia, este trabajo presenta los horizontes telic o proyect-ivos de la enseñanza -esos motivos que apuntan a lo que "no es todavía" (Heidegger, 1927(Heidegger, /1962. Los resultados revelaron que la enseñanza es entendida por los maestros como una relación dialógica entre un maestro y sus estudiantes a través de dimensiones de transformación, conocimiento y personalidad. Este diálogo implicaba una tensión constante entre el yo y el otro, la actividad y la pasividad, el dar y recibir, la preparación y la espontaneidad, instruir y aprender, dirigir y seguir, afirmar y retirar. Esto comprendía una orientación de los maestros hacia su posible futura personalidad y la de sus estudiantes y sobre el carácter del mundo en el que profesores y estudiantes cohabitan. Estos hallazgos se discuten en términos de la literatura revisada y como ejemplo de una complementariedad vital de los enfoques de investigación

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Section: Motivations To Teachmentioning

confidence: 85%

Why Teach? A Project-ive Life-world Approach to Understanding What Teaching Means for Teachers

Landrum

Guilbeau

Garza

2017

QRE

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“…In German-speaking countries (Austria, Germany, and Switzerland), teachers' motivation studies consistently show that generally, intrinsic motivations dominate (Johannes and Rothland, 2012). In America, it is seen that though the wage and status of the profession is low, pre-service teachers feel motivated to enter the profession mostly due to altruistic reasons (Lin et al, 2012). The extrinsic motivations with the highest mean scores at both times were the nature of the teaching profession, perceived working conditions and perceived life-fit.…”

Section: Discussionmentioning

confidence: 99%

Pre-service teachers motivations toward teaching profession and their opinions about the pedagogic formation program

Şeker¹,

Deniz²,

Görgen³

2015

Educ. Res. Rev.

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The present study aimed to investigate pre-service teachers' motivations toward teaching profession and their opinions about pedagogical formation program. In this study descriptive and correlational research methods were used. It was carried out with (a) graduate students doing a master's program without thesis, (b) undergraduate students participating in the pedagogic formation program. The total number of participants was 301. The data were collected using an evaluation scale for pre-service teachers doing a post-graduate certificate program in Education (PGCE). The participants of the present study seemed to be interested in the teaching profession chiefly due to intrinsic and altruistic orientations. One of the basic sources of motivation for pre-service teachers coming from sources other than education faculties can be the love for their subject area and opportunities to be found to conduct applications related to their disciplines when they become teachers. The positive teaching experiences of the pre-service teacher and their enthusiasm for teaching the subjects in their fields are important sources of motivation for the profession of teaching.

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“…Similarly, extrinsic motives such as concerns for social equity and self-expression (Lin et al, 2012) also were apparent in the interview data. However, the dialogical character of our findings augment this literature to express a broader nexus of meaning of teaching for teachers.…”

Section: Motivesmentioning

confidence: 99%

“…Additionally, studies using the factors influencing teaching (FIT) measurement revealed high levels of motivation to teach in those who desired to enhance social equity (Fokkens-Bruinsma & Canrinus, 2012) and had high levels of intrinsic career value (Klassen, Al-Dhafri, Hannok, & Betts, 2011) as well as social utility value (Lin, Shi, Wang, Zhang, & Hui, 2012). In contrast, external factors including time for family, salary, status (Fokkens-Bruinsma & Canrinus, 2012), and self-expression (Lin et al, 2012) were lower in participants motivated to teach.…”

Section: Motivations To Teachmentioning

confidence: 99%

“…Interview-based studies found the desire to help children, to make a positive difference in society, to experience personal growth (Struyven, Jacobs, & Dochy, 2013), and to experience high job satisfaction (Williams & Forgasz, 2009) as the most prevalent motives among teachers in addition to widespread attitudes of selflessness and altruism (May, Mand, Biertz, Hummers-Pradier, & Kruschinski, 2012). Additionally, studies using the factors influencing teaching (FIT) measurement revealed high levels of motivation to teach in those who desired to enhance social equity (Fokkens-Bruinsma & Canrinus, 2012) and had high levels of intrinsic career value (Klassen, Al-Dhafri, Hannok, & Betts, 2011) as well as social utility value (Lin, Shi, Wang, Zhang, & Hui, 2012). In contrast, external factors including time for family, salary, status (Fokkens-Bruinsma & Canrinus, 2012), and self-expression (Lin et al, 2012) were lower in participants motivated to teach.…”

Section: Motivations To Teachmentioning

confidence: 99%

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2017

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To cite this article: Paterson, R. (2017). 'Because sometimes your failures can also teach you certain skills': Lecturer and student perceptions of employability skills at a transnational university. Qualitative Research in Education, 6(3), 241-275. doi:10.17583/qre.2017.2583 To link this article: http://dx.doi.org/10.17583/qre.2017.2583 PLEASE SCROLL DOWN FOR ARTICLEThe terms and conditions of use are related to the Open Journal System and to Creative Commons Attribution License (CC-BY).Qualitative Research in Education Vol.6 No.3 October 2017 pp. 241-275 (Received: 22 February 2017; Accepted: 19 September 2017; Published: 28 October 2017) AbstractThis exploratory study investigates lecturers' and students' understanding of the concepts and language underpinning higher education strategies of developing employability skills. While a solid grounding in discipline-specific knowledge and skills is what most graduate degrees aim at providing, employability skills are increasingly becoming an important factor when evaluating prospective employees. Embedding the acquisition of employability skills into higher education courses has emerged as a response to industry demands for work-ready graduates. The forces of internationalisation and globalisation mean that employers the world over are looking for graduates with additional soft skills, abilities and achievements. The context for this study is Westminster International University, Tashkent (WIUT), a transnational university in Uzbekistan. By means of a qualitative case study, the views of lecturers and students were investigated and common themes and perspectives identified. The main findings indicate that although students and lecturers share similar perspectives on the importance of employability skills, the purpose of employability focused pedagogy is not easily communicated to students. Furthermore, students feel that a more systematic approach to recognising and demonstrating employability skills would help them in their transition from education to work.Keywords: global higher education, employability skills, transnational education, employability pedagogy Qualitative Research in Education Vol.6 No.3 October 2017 pp. 241-275 ResumenEste estudio exploratorio investiga la percepción de los profesores y estudiantes de los conceptos y el lenguaje que se utilizan en las estrategias de educación superior para desarrollar las habilidades de empleabilidad. Mientras que los conocimientos disciplinarios son el objetivo de la mayoría de los posgrados, las habilidades de empleabilidad son cada vez un factor más importante al evaluar a los posibles empleados. La adquisición de habilidades de empleabilidad en la educación ha surgido como una respuesta a las demandas de la industria de graduados preparados para el mundo laboral. La internacionalización y globalización hacen que los empleadores busquen graduados con habilidades blandas, destrezas y logros adicionales. El contexto es Westminster International University, Tashkent (WIUT), una universidad trans...

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Initial motivations for teaching: comparison between preservice teachers in the United States and China

Cited by 123 publications

References 50 publications

Why Teach? A Project-ive Life-world Approach to Understanding What Teaching Means for Teachers

Why Teach? A Project-ive Life-world Approach to Understanding What Teaching Means for Teachers

Pre-service teachers motivations toward teaching profession and their opinions about the pedagogic formation program

Full Issue 6(3)

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