Choosing Teaching English as a Profession in Primary Education Contexts

Autor/inn/en	Amengual Pizarro, Marian; García Laborda, Jesús
Titel	Choosing Teaching English as a Profession in Primary Education Contexts
Quelle	32 (2017) 2, S.121-133 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2171-9098
Schlagwörter	Preservice Teachers; Student Teacher Attitudes; English (Second Language); Second Language Learning; Second Language Instruction; Self Concept; Correlation; Oral Language; Language Skills; Gender Differences; Job Security; Foreign Countries; Altruism; Career Choice; Language Teachers; Language Proficiency; Mastery Learning; Elementary School Teachers; Spain + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Selbstkonzept; Korrelation; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Geschlechterkonflikt; Arbeitsplatzsicherheit; Ausland; Altruistic behavior; Altruismus; Language teacher; Sprachunterricht; Language skills; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Spanien
Abstract	The main aim of this study was to examine the most relevant motivating factors (i.e. intrinsic, extrinsic and altruistic) influencing pre-service English school teachers to choose teaching as their profession. A small questionnaire was administered to 73 third-year student teachers at the University of the Balearic Islands (UIB). Results indicate that integrative reasons were the most dominant to choose teaching for both male and female students, followed next by altruistic reasons. Extrinsic reasons such as job security or lengthy holidays seem to have the least impact upon participants' decision to enter the profession. However, results reveal statistically significant differences across motivational reasons within each category as a function of gender. Findings also indicate that participants show a highly positive self-concept regarding their English proficiency. This latter affective variable was found to be positively correlated with participants' mastery of oral skills. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01