Global perspectives on teacher motivation.

Sonst. Personen	Watt, Helen M. G. (Hrsg.); Richardson, Paul W. (Hrsg.); Smith, Kari J. (Hrsg.)
Titel	Global perspectives on teacher motivation.
Quelle	Cambridge; New York, NY; Port Melbourne: Cambridge University Press (2017), xvi, 399 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Current perspectives in social and behavioral sciences
Beigaben	Diagramme
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-1-107-10498-3; 978-1-107-51222-1
DOI	10.1017/9781316225202
Schlagwörter	Lehrer; Motivation
Abstract	"Many studies of teacher motivation have been conducted in different contexts over time. However, until fairly recently there has not been a reliable measure available to allow comparisons across samples and settings. This has resulted in an abundance of findings which cannot be directly compared or synthesised. The FIT-Choice instrument offers the opportunity to examine motivations across settings. The various studies in this book suggest that people who choose teaching as a career are motivated by a complex interaction of factors embedded within communities and cultural expectations, but seem generally to embrace a desire to undertake meaningful work that makes for a better society. Unlike some careers, where rewards are in the form of salary and status, by and large these factors are not strong drivers for people who want to become teachers. They want to work with children and adolescents, and believe they have the ability to teach" . Contents: - Why teach? How teachers' motivations matter around the world / Helen M. G. Watt, Paul W. Richardson, & Kari Smith; - Career motivations of student teachers in the Republic of Ireland: Continuity and change during educational reform and 'Boom to Bust' economic times / Manuela Heinz, Elaine Keane, & Conor Foley; - Why teach? Antecedents and consequences in Spain / Gloria Gratacos, Ernesto Lopez-Gomez, Guiomar Nocito, & Santiago Sastre; - Factors motivating students to become secondary school teachers: Evidence from Norway / Christian Brandmo & Katrine Nesje; - The motivational basis of classroom management practices and beliefs of Swiss vocational teachers / Jean-Louis Berger, Celine Girardet, Cynthia Vaudroz, & Carmela Aprea; - Motivations that affect professional knowledge in Germany and Austria / Johannes König & Martin Rothland; - Teaching Motivations and Perceptions during the First Year of Teacher Education in Estonia / Merle Taimalu, Piret Luik, & Karin Täht; - How personality dimensions and motivation to teach shape the learning achievement goals of Croatian future teachers / Iris Marusic, Ivana Jugovic, & Tea Pavin Ivanec; - Exploring the relationships between prospective Turkish teachers' hopes, motivations and professional plans / Altay Eren & Amanda Yesilbursa; - Motivations and aspirations of teacher education students in Indonesia / Anne Suryani; - Teacher motivation and professional commitment in the United States: The role of motivations for teaching, teacher self-efficacy and sense of professional responsibility / Fani Lauermann, Stuart A. Karabenick, Robert Carpenter, & Colleen Kuusinen; - Divided by discipline? Contrasting motivations, perceptions, and background characteristics of beginning Australian English and Mathematics teachers / Helen M. G. Watt, Paul W. Richardson, & Zoe A. Morris; - Why choose teaching and does it matter? / Ruth Butler.
Erfasst von	Max-Planck-Institut für Bildungsforschung, Berlin
Update	2018/4