Teachers and Their Careers: Why Do They Choose Teaching?

DeLong, Thomas J.

doi:10.1177/089484538701400206

Cited by 11 publications

(9 citation statements)

References 2 publications

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“…Several existing studies have used the COI for the above purposes. DeLong (1987) administered the COI to individuals who entered the teaching profession and later made specialty choices within the field. He found that individuals who went into teaching reported a variety of career anchors and assigned different weights to these anchors.…”

Section: Use Of Coi In Existing Research and Practicementioning

confidence: 99%

A Psychometric Evaluation of Schein’s (1985) Career Orientations Inventory

Leong

Rosenberg²,

Chong

2013

Journal of Career Assessment

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Since its introduction, Schein’s Career Orientations Inventory (COI) has been widely used to assess and advise individuals who are making both initial and specialty career choices. Employed by both practitioners and researchers, the COI was designed to identify the person’s “career anchors,” also known as their career identities. Individuals are expected to have the highest job satisfaction and performance when their job specialization matches their career anchors. However, little published research has evaluated the psychometric properties of the COI. To address this gap, we conducted an exploratory factor analysis, calculated the subscale reliabilities, and correlated the career anchors with Holland’s career interests to examine its convergent and discriminant validities. In this article, we report on the psychometric properties of the COI based on our sample of 165 midcareer college graduates and make several suggestions on the use and interpretation of the COI.

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Section: Use Of Coi In Existing Research and Practicementioning

confidence: 99%

A Psychometric Evaluation of Schein’s (1985) Career Orientations Inventory

Leong

Rosenberg²,

Chong

2013

Journal of Career Assessment

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“…Further, individual interests are associated with students' likelihood of being engaged in future tasks related to those individual interests, their task‐specific self‐efficacy, and their sparked and maintained situational interests (Chen et al, ; Durik & Harackiewicz, ; Hidi & Harackiewicz, ). For recruiting preservice teachers into a teacher education program, this entails appealing to potential candidates' past experiences and interests through outreach efforts that connect the program's goals to their past experiences and interests (DeLong, ; Haberman, ; Javornik Krecic & Ivanus Grmek, ; Parkay, Stanford, & Gougeon, ).…”

Section: Introductionmentioning

confidence: 99%

Kindling the fire: Fueling preservice science teachers' interest to teach in high‐needs schools

Kier

Chen

2019

Science Education

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This study applies psychological models of interest and motivation (i.e., a model of interest-development and selfdetermination theory) to the experiences of six preservice science Noyce scholars who participated in a teacher preparation program. The National Science Foundation's Noyce grant aims to incentivize mathematics and science majors to teach in high-needs school districts. Through this interview study, we sought to understand how Noyce scholars' pre-existing interests and their experiences in the Noyce program interact to develop individual commitments to teach in high-needs school settings. Case studies reveal that scholars had no prior experiences in high-needs schools, abstract ideas about teachers, students, and resources in these contexts, and varying degrees of initial connectedness to teaching in high-needs school settings. Scholars found that site visits to diverse high-needs schools (i.e., rural and urban) triggered their interest to teach in similar contexts.Preservice science teachers' emerging interest and level of commitment to teaching in high-needs schools following the teacher preparation program was dependent upon contextspecific mastery experiences and autonomy within their long-term clinical field experience. This study offers implications for teacher educators who are recruiting and preparing students to teach in high-needs school contexts.high-need schools, interest development, motivation, teacher preparation, teacher recruitment Science Education. 2019;103:875-899. wileyonlinelibrary.com/journal/sce © 2019 Wiley Periodicals, Inc. | 875 1.1 | Four-phase model of interest development Hidi and Renninger's (2006) four-phase model of interest development provides a theoretical foundation for understanding how teacher educators might spark preservice teachers' interests to teach in high-needs schools,and then proceed to fan the flames of that spark to develop those interests into a firmer commitment. Hidi and Renninger argued that "interest is the outcome of an interaction between a person and a particular content…. This means that interest is always content specific and not a predisposition that applies across all activities" (p. 112).Thus, in relationship to developing interest to teach science in high-needs schools, preservice science teachers must be provided with situational experiences of learning about and teaching science in high-needs schools. Interest, as it develops, passes through four phases. Interest development begins with a spark or triggered situational interest, which can be developed into a maintained situational interest if the appropriate fuel can be provided to sustain the initial spark and allow it to grow (Hidi & Renninger, 2006). Over time, maintained situational interest, with appropriate external supports, can become an emerging individual interest, which Hidi and Renninger described not only as a psychological state (the way that situational interest is conceptualized) but also as the "beginnings of a 876 | KIER AND CHEN | Competence beliefs (self-efficacy)Whe...

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“…mesleğin gerektirdiği niteliklerle örtüşen kişisel özellikleri ifade etmektedir (Kyriacou ve Coulthard, 2000). Öğretmenlik mesleğini tercihte etkili olan içsel sebeplerden bazıları konu alanına ilgi duymak (Kyriacou, Hultgren ve Stephens, 1999), çocuklarla birlikte çalışmayı sevmek (DeLong, 1987;Krečič ve Grmek, 2005;Kyriacou vd., 1999;Richardson ve Watt, 2006;Saban, 2003), öğretmeyi sevmek (Boz ve Boz, 2008;Çermik vd., 2010), mesleğin gerektirdiği kişisel gelişim fırsatını kullanmak (Yong, 1995), çocukları sevmek, kişiliğin mesleğe uygun olması (Çermik vd., 2010(Çermik vd., , Özsoy, Özsoy, Özkara ve Memiş, 2010Saban, 2003) ve öğretmen olmaya istekli olmak (Bastick, 2000;Yong, 1995) şeklinde ifade edilmektedir. Öğretmenlik mesleğini tercih üzerine yapılan çalışmalar, ekonomik istikrarın olduğu gelişmiş toplumlarda içsel sebeplerin diğerlerine göre daha belirleyici, ekonomik çalkantıların daha fazla olduğu toplumlarda ise dışsal sebeplerin daha etkili olduğunu göstermektedir (Bastick, 2000;Papanastasiou ve Papanastasiou, 1997).…”

Section: Introductionunclassified

“…Bu açıdan bakınca, "kutsal meslek" algısı yukarıda bahsedilen kalıp yargılara dayalı bir gerekçe olarak da görülebilir. Diğer taraftan araştırmalar, topluma hizmet etme (Çermik vd., 2010;Evans, 1993;Olashinde, 1972;Saban, 2003;Sinclair, 2008), çocukların başarılarına katkıda bulunma (Bastick, 2000;Kyriacou vd., 1999;Saban, 2003), geleneksel davranan öğretmenlerin yerine geçme (Çermik vd., 2010;Sinclair, 2008), çocukları okuldan soğutan kötü uygulamaları değiştirme (DeLong, 1987;Şahin, 2014), sosyal eşitliği sağlama (Richardson ve Watt, 2006) konularındaki istek ve arzuyu gösteren birçok olumlu özgeci sebep ortaya koymaktadır. Sosyal bilgiler öğretmen adaylarının meslek tercih sebeplerini nasıl yorumladıklarını inceleyen bir çalışmada Şahin (2014), katılımcıların, öğretmenlik mesleği yoluyla dört boyutta değişimi ve dönüşümü hedeflediklerini saptamıştır.…”

Section: Introductionunclassified

Sınıf Öğretmen Adaylarının Meslek Tercih Algıları: Değişimin Boylamsal Çözümlemesi

Şahin¹,

Doğan²,

Çermik³

2016

HUJE

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ÖZ:Bu boylamsal tarama çalışmasının amacı sınıf öğretmeni adaylarının mesleği tercih ve mesleğin saygınlığı hakkındaki algıları ile mesleği yeniden tercih etme(me) durumlarını boylamsal olarak incelemektir. Çalışma, Pamukkale Üniversitesi Eğitim Fakültesi İlköğretim Bölümü Sınıf Öğretmenliği programı kapsamında yürütülmüştür. Sözü edilen programa 2010-2011 öğretim yılında kayıt yaptıran öğretmen adayları çalışmaya katılmış; katılımcıların algıları, sonraki dört yıl boyunca izlenmiştir. Veriler, araştırmacıların geliştirdiği kapalı ve açık uçlu sorulardan oluşan bir veri toplama formu aracılığıyla toplanmıştır. Süreç boyunca elde edilen veriler istatistikî olarak çözümlenmiş, nitel verilerin çözümlenmesinde betimsel analiz tekniği uygulanmıştır. Frekans ve yüzde istatistikleriyle birlikte sunulan bulgular üç boyutta ifade edilmiştir: (1) Öğretmen yetiştirme programına girişte sırasıyla içsel, dışsal, özgeci ve çıkarcı faktörler etkilidir. Ancak öğretmen yetiştirme sürecinde içsel gerekçeli algı artarken, dışsal gerekçeli algı azalmış; özgeci ve çıkarcı gerekçeli algıda ise kısmi bir azalma gözlenmiştir. (2) Mesleğin saygınlığına ilişkin algı öğretmen yetiştirme sürecinde giderek zayıflamıştır. (3) Yeni bir şansım olsa mesleği seçmezdim diyenler ikinci yılda azalmasına rağmen, sonraki yıllarda giderek artmıştır. Öğretmen yetiştirme sürecinde olumlu sayılabilecek değişimler gözlense de, mesleğe yönelik bozulan algıyı dönüştürecek atılımlara gereksinim vardır. Anahtar sözcükler: Öğretmenlik mesleği, meslek tercihi, sınıf öğretmenliği, öğretmen yetiştirme ABSTRACT: The purpose of this longitudinal study was to investigate the perceptions of pre-service teachers regarding their career choice reasons, the prestige of teaching career, and whether they would (re)prefer teaching as a career in a case of new chance. The study was conducted at Pamukkale University, School of Education, the Primary School Teaching Program (1-4) in Elementary Education Department. Participants' were pre-service teachers registered to the program in 2010-2011 academic year and their perceptions were monitored for the following four years. Data were collected through a questionnaire including close-and open-ended questions and were analyzed by employing a descriptive analysis technique. Emerging (and other) findings were presented by using frequencies and percentages. Findings could be expressed in three dimensions: (1) Effective career choice factors could be ordered as intrinsic, extrinsic, altruistic and mercenary. Intrinsic perceptions increased, while the extrinsic perceptions were declining in teacher education process. Changes in altruistic and mercenary perceptions were relatively small. (2) Perceptions regarding the prestige of teaching profession declined through the teacher education process. (3) Those who would (re)prefer teaching declined as they approached graduation. Despite some positive effects, efforts are needed to restore pre-service teachers' image regarding the prestige of teaching profession.

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Teachers and Their Careers: Why Do They Choose Teaching?

Cited by 11 publications

References 2 publications

A Psychometric Evaluation of Schein’s (1985) Career Orientations Inventory

A Psychometric Evaluation of Schein’s (1985) Career Orientations Inventory

Kindling the fire: Fueling preservice science teachers' interest to teach in high‐needs schools

Sınıf Öğretmen Adaylarının Meslek Tercih Algıları: Değişimin Boylamsal Çözümlemesi

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