Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice

By U. Bergmark, Stefan Lundström, Lena Manderstedt, Annbritt Palo. 2018

169 citations recorded by the source corpus.

Abstract The aim of the study is to discursively identify student teachers’ perceptions of the teaching profession early in their education and their motives for this career choice. Students wrote a letter sharing thoughts on why they want to become a teacher, how they regard the teaching profession and if someone inspired them in their career choice. The empirical data consists of 259 student texts from three Swedish teacher education programmes. The study employed a qualitative method denoting different categorizations compared to previous studies, emphasising the idea of multiple motives for career choice and the link to student teachers’ evolving pedagogical identity. Major differences can be distinguished among the programmes, emphasising different main motives and shifting incipient pedagogic identities. The results indicate the value of organising teacher education programmes drawing on multiple motives, which is expected to contribute positively to completion of teacher education and teacher retention in future profession.

Subfields: Education, Philosophy

View Paper: https://www.semanticscholar.org/paper/044630d799d781e945523a0e00218e734e82f10b

Citations in the corpus

• Stress, coping strategies and academic achievement in teacher education students (2019, unknown): “…create realistic expectations of the studies, as well as incorporate their previous school experiences and the incipient pedagogic identities can help prevent dropout from teacher education and later attrition from the profession (Bentea 2015; Bergmark et al. 2018; van Rijswijk et al. 2018).”