Factors Influencing Teaching Choice, Professional Plans about Teaching, and Future Time Perspective: A Mediational Analysis.
By Altay Eren, Kadir Vefa Tezel. 2010
156 citations recorded by the source corpus.
Subfields: Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/11a6db40debae3c4e43da814449cd3ab5a86beb2
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In Experimental and Cognitive Psychology
- Paul W. Richardson
- H. Watt
- Ahmet Kılınç
- E. Canrinus
- M. Fokkens-Bruinsma
- Annbritt Palo
- Lena Manderstedt
- Stefan Lundström
In Social Psychology
- Paul W. Richardson
- H. Watt
- Ahmet Kılınç
- E. Canrinus
- M. Fokkens-Bruinsma
- Annbritt Palo
- Lena Manderstedt
- Stefan Lundström
Citations in the corpus
- Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice (2018, methodology): “Previous research on motives has mainly been based on quantitative methods (cf. Azman 2013; Eren and Tezel 2010; Reeves and Lowenhaupt 2016) and/or mixed methods, with large-scale surveys and in some cases, semi-structured interviews (Hobson et al. 2009; Thomson, Turner, and Nietfeld 2012).”
- The Factors Influencing Teaching (FIT)-Choice scale in a Dutch teacher education program (2012, methodology): “The FIT-Choice scale has since been examined in various contexts, such as Turkey (Eren & Tezel, 2010 ), the USA (Lawver & Torres, 2011 ; Smith & Pantana, 2010 ), Germany and Norway (Watt et al, 2012 ) and other contexts represented in this Special Issue.”
- Factors Influencing Teaching Choice in Turkey (2012, methodology): “Recently, in Turkey, Eren and Tezel (2010) independently translated the FIT-Choice scale and surveyed a sample of first-, second-, third- and final-year primary and secondary preservice English language teachers.”