Pre-Service Teachers' Reasons for Choosing Teaching as a Career in Singapore

Autor/inn/en	Low, Ee Ling; Lim, Suat Khoh; Ch'ng, Alan; Goh, Kim Chuan
Titel	Pre-Service Teachers' Reasons for Choosing Teaching as a Career in Singapore
Quelle	In: Asia Pacific Journal of Education, 31 (2011) 2, S.195-210 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
Schlagwörter	Evidence; Preservice Teacher Education; Teaching (Occupation); Foreign Countries; Professional Development; Student Teacher Attitudes; Student Educational Objectives; Career Choice; Cohort Analysis; Student Surveys; Vocational Interests; Questionnaires; Singapore + Suchen Sie Ihr Suchwort? Evidenz; Lehramtsstudiengang; Lehrerausbildung; Teaching; Lehrberuf; Ausland; Kohortenanalyse; Schülerbefragung; Berufsinteresse; Fragebogen; Singapur
Abstract	As the national teacher education institute in Singapore, the National Institute of Education (NIE) prepares all teachers seeking to be employed within the education service in Singapore. In the last decade, NIE's enrolment for initial teacher preparation programmes has grown significantly, with peaks in numbers during the recession years. There is also some evidence of attrition when beginning teachers complete their 3-year bond with the Ministry of Education, which sponsors their teacher education programme. It is thus important to determine empirically the reasons why pre-service teachers join the teaching profession, to see whether this can inform us about measures that can be taken to ensure they stay on in the profession. As part of a longitudinal study on beginning teachers' attitudes towards teaching and professional development, a research survey, the first of three data collections, was administered to whole cohorts of pre-service teachers entering NIE's three main teacher preparation programmes in July 2004. This paper presents the survey findings on pre-service teachers' reasons for choosing teaching as a career and discusses the differences between cohorts of different programmes. The implications of the study are discussed in terms of informing future policy and practice in the areas of teacher recruitment, retention and professional development. (Contains 5 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10