Nontraditional Prospective Teachers: Motivations, Goals and Mathematical Knowledge Differences among Identified Typologies

Autor/inn/en	Thomson, Margareta M.; Faulkner, Valerie N.
Titel	Nontraditional Prospective Teachers: Motivations, Goals and Mathematical Knowledge Differences among Identified Typologies
Quelle	In: Journal of Interdisciplinary Teacher Leadership, 5 (2021) 1, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2474-7432
Schlagwörter	Preservice Teachers; Nontraditional Students; Student Motivation; Teacher Motivation; Occupational Aspiration; Graduate Students; Classification; Student Characteristics; Academic Aspiration; Personality Traits; Mathematics Achievement; Masters Programs + Suchen Sie Ihr Suchwort? Schulische Motivation; Berufsneigung; Berufsziel; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Classification system; Klassifikation; Klassifikationssystem; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Magister course; Magisterstudiengang
Abstract	This mixed-methods study employed a typological approach and an Expectancy-Value framework to understand nontraditional prospective teachers' motivational beliefs, teaching motivations, and goals for choosing a teaching career. All participants (N=88) were nontraditional prospective teachers, graduate students enrolled in a Master of Arts in Teaching (MAT) program in the United States. Data were collected in three phases, including quantitative (survey, pre-and posttest assessments), and qualitative (interviews). Analyses revealed three distinct typologies of teachers based on their motivational beliefs, and further differences among the identified groups based on other variables. The qualitative data showed general themes across participants about their teaching efficacy, motivation for teaching and quality of teacher preparation. Implications for teacher education programs are discussed. (As Provided).
Anmerkungen	Kenan Fellows Program for Teacher Leadership at NC State University. 1070 Partners Way, Hunt Library Suite 500, NCSU Centennial Campus, Raleigh, NC 27606. Tel: 919-515-5118; Fax: 919-515-5831; e-mail: kenanfellows@ncsu.edu; Web site: https://kenanfellows.org/journals/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01