The role of values in pre-service teachers’ intentions for professional engagement

Torsney, Benjamin M.; Lombardi, Doug; Ponnock, Annette R.

doi:10.1080/01443410.2018.1504892

Cited by 30 publications

(28 citation statements)

References 42 publications

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“…The results of this study showed that intrinsic value had the highest expression in participants' motivation to engage in research. This finding aligns with the literature on the significance of interest in motivation, engagement, persistence, and academic success in various contexts (Perez et al, 2014;Robinson et al, 2018;Torsney, Lombardi, & Ponnock, 2019). When individuals engage in tasks that are intrinsically valued, there are significant psychological, cognitive, and behavioral consequences (Wigfield & Eccles, 2000).…”

Section: Values Undergraduate Researchers Attach To Their Research Exsupporting

confidence: 87%

Early year undergraduate researchers’ reflections on the values and perceived costs of their research experience

Ceyhan

Tillotson

2020

IJ STEM Ed

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Background Prior research reported that motivational beliefs that individuals attach to specific tasks predict continuing interest and persistence in the task. A motivational approach may be particularly useful for understanding undergraduate students’ engagement with research in their first and second years in college. The current study utilizes the expectancy-value theory of achievement motivation to qualitatively explore how much and in what ways early year undergraduate researchers value their research experience and what kinds of costs they associate with it. Results The results revealed that intrinsic value had the highest expression in participants’ motivation to engage in research. The second most expressed value type was the utility value of undergraduate research with regards to obtaining the desired outcomes, and attainment value played the least important role in participants’ motivation to engage in research. Findings also indicated that some of the participants associated a cost(s) to their research experience. The highest mentioned perceived cost was opportunity cost, where participants commented on losing other valued alternatives when engaging in research. Participants commented on the time, effort, or amount of work needed to engage in research, and a few participants commented on the emotional cost associated with their research experience in terms of the fear of failure. Conclusion As perceived cost is the least studied in the expectancy-value framework, this study contributes to cost values within college students, particularly about early year undergraduate researchers. The findings of this study can form the basis for future work on exploring ways to increase the values and decrease the costs students experience in their undergraduate research experiences.

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Section: Values Undergraduate Researchers Attach To Their Research Exsupporting

confidence: 87%

Early year undergraduate researchers’ reflections on the values and perceived costs of their research experience

Ceyhan

Tillotson

2020

IJ STEM Ed

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“…Contradicting the results of previous studies conducted on the FIT-Choice framework, the results of this study show how in the pandemic period, with teaching going virtual, job transferability has become an important point of consideration (Dhawan, 2020;Purwanto et al, 2020), which rather is of low relevance in usual times (Kilinç et al, 2012;Lin et al, 2012b;Watt & Richardson, 2007), followed by the teachers' self perception to effectively teach virtually and innovate through the processes of teaching (M = 4.26; SD = 0.925), corroborating the results of previous studies that showed that teachers' perception of their ability to teach virtually using information and communications technology (ICT) or in classrooms through traditional methods is a major motivator for their choice of teaching as their career (Akpochafo, 2020;Lin et al, 2012a;Lee et al, 2019). Social factors have been given high value as influential factors in the choice of a teaching career in studies conducted before, but in our results we see some contradiction (Wong & Moorhouse, 2020), where social contribution (M = 3.7559; SD = 0.85289) has a lower mean value in comparison to that in the previous studies (Richardson & Watt, 2006;Sharif et al, 2016;Torsney et al, 2019). The additionally identified factor such as teacher acting as the knowledge assimilator and institutional utility value came forward as one of the good influential factors.…”

Section: Results Of Descriptive and Inferential Statisticscontrasting

confidence: 47%

Revisiting the Factors Influencing Teaching Choice Framework: Exploring What Fits with Virtual Teaching

Rana

Singh

Singhania

et al. 2021

Global Business Review

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The present study revisits the Factors Influencing Teaching Choice (FIT-Choice) framework and explores what motivates business management academicians in teaching virtually. The revisit is based on a quantitative cross-sectional research design using 256 responses collected from in-service business management academicians teaching post-graduate business courses in India, through a structured questionnaire. The exercise of revisiting the FIT-Choice framework in the context of virtual teaching in business management courses led us to find four new variables, that is, task demand and expert career, teaching efficacy, knowledge assimilation and institutional utility value, as well as suggest revising teaching and learning experience, task returns and values. The results reveal that some additional factors motivating business academicians are teaching efficacy, content expertise, learning of new technology, futuristic growth and opportunities, alternative career opportunities and personal branding. The study provides suggestions to the apex bodies, regulators of higher education and institutions to take a call on motivational and influential factors while drafting the job requirements in business schools. Finally, the study emphasizes the importance of infrastructural and technological development required to be achieved by higher education institutions.

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“…For example, Watt (2006, 2016) differentiated between personal utility value (i.e., the value teachers place on the personal aspects of a teaching career) and social utility value (i.e., the utility and future outcomes of working with children and adolescents). The latter, social utility value, is seen as the consistent, positive predictor of professional engagement and job satisfaction (Torsney, Lombardi, & Ponnock, 2019).…”

Section: Diverse Faces Of Teacher Qualitymentioning

confidence: 89%

Exploring Diversity in the Relationships Between Teacher Quality and Job Satisfaction in the Nordic Countries—Insights from TALIS 2013 and 2018

Hansen

Radišić

Liu

et al. 2020

Equity, Equality and Diversity in the Nordic Model of Education

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Equity and quality are the common goals to strive for in the Nordic education systems. Yet the mechanisms through which the separate education systems approach these goals have become more diverse. The chapter provides evidence in support of the different facets of teacher quality, such as self-efficacy, as well as teacher-students relations concerning their importance for teachers’ job satisfaction across the Nordic countries. Diversities, however, were also observed. The results from the TALIS 2013 model outlined two subgroups of the Nordic countries with similar mechanisms: the Norway-Sweden and the Denmark-Finland groups. No distinctive group was found in the TALIS 2018 results, producing more country-specific patterns, such as the importance of social utility value for Norway, adverse classroom composition in Sweden or teacher effective professional development positively impacting the personal and social utility values of teachers in Finland. These observed diversities and changing patterns may find their reasons in the gradually dissolved unity of the Nordic model by the different reform actions taken in recent years, such as in the example of Sweden, and in the long-term prerequisites for the teaching profession, where Finland is the country that stands out.

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The role of values in pre-service teachers’ intentions for professional engagement

Cited by 30 publications

References 42 publications

Early year undergraduate researchers’ reflections on the values and perceived costs of their research experience

Early year undergraduate researchers’ reflections on the values and perceived costs of their research experience

Revisiting the Factors Influencing Teaching Choice Framework: Exploring What Fits with Virtual Teaching

Exploring Diversity in the Relationships Between Teacher Quality and Job Satisfaction in the Nordic Countries—Insights from TALIS 2013 and 2018

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