Why people choose teaching: A scoping review of empirical studies, 2007–2016

Student teachers’ motives for participating in the teacher training program: a qualitative comparison between continuing students and switch students

“…Motives for choosing teaching as a career have been studied for several decades (Heinz 2015) and have been addressed from different theoretical frameworks (Watt and Richardson 2015). In Fray & Gore's review (Fray and Gore 2018) of empirical studies published between 2007 and 2016, more than half of the articles (N = 43) related to motivation utilising traditional conceptualisations of altruistic, intrinsic, and/or extrinsic motivation (e.g., Bastick 2000). Moreover, Bruinsma and Jansen (2010) expanded the aforementioned taxonomy by making a distinction between adaptive and maladaptive extrinsic motivation, which was also used by Wong, Tang, and Cheng (2014).…”

“…Moreover, Bruinsma and Jansen (2010) expanded the aforementioned taxonomy by making a distinction between adaptive and maladaptive extrinsic motivation, which was also used by Wong, Tang, and Cheng (2014). Fray & Gore's review (Fray and Gore 2018) provides evidence of the substantial role this scholarship has played in understanding influences on the choice of teaching as a career.…”

“…This taxonomy combines the three categories of Bastick (2000) and the distinction between adaptive and maladaptive extrinsic motives of Bruinsma and Jansen (2010). The reason for using this taxonomy was that it is one of the most used regarding (student) teacher motives (Fray and Gore 2018). Thus, it seems obvious to adopt the same taxonomy within this study in order to facilitate comparison of our findings with findings in other studies.…”

Experience Changes Perceptions: Arabic-Speaking Students’ Perceptions Regarding the PDS Model and Teacher Training

“…Yet despite the above, every year thousands of new students enroll in the colleges of education, aspiring to become teachers. Seeking to understand students' motives for choosing the teaching profession, Fray and Gore (2018) surveyed 70 research studies conducted between 2007 and 2016. They distinguished between internal objectives (e.g., personal passion for teaching, inner motivation, desire to influence, help and contribute to society) and external objectives related to juggling family and work and to working and employment conditions.…”

A New Methodology for the Study of Mind-Wandering Process

“…The lack of attention, for instance in classroom, is generally considered a waste of time, an absence of commitment and interest, and a lack of participation. Mind-wandering is usually considered both a sign and a cause of potential school problems (Epstein,2011;Xu, 2019;Fray & Gore, 2018;Di Pietro et al 2001;(Unsworth & Mc Millan, 2017;),with a supposed serious impact on academic performance. Mind-wandering can be the consequence of both minor and major accidents (Broadbent, Cooper, FitzGerald, & Parkes, 1982;Reason & Mycielska, 1982), and can indicate professional (Reason, 1990), and educational difficulties (Brown, 1927;Lindquist & Ma Lean, 2011).…”