Motives for becoming a teacher and their relations to academic engagement and dropout among student teachers

By T. Jungert, Fredrik Alm, Robert Thornberg. 2014

115 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2de557a64143e4a1194ecbf4c13fe62f01083a44

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Annbritt Palo
2. Lena Manderstedt
3. Stefan Lundström
4. U. Bergmark

In Experimental and Cognitive Psychology

1. Annbritt Palo
2. Lena Manderstedt
3. Stefan Lundström
4. U. Bergmark

In Social Psychology

1. Annbritt Palo
2. Lena Manderstedt
3. Stefan Lundström
4. U. Bergmark

Citations in the corpus

• Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice (2018, background): “How they speak about these two aspects as student teachers in the early stages of education, and by doing so subsume themselves in an order of discourse, are important for how well they succeed in their teacher training and ultimately graduate (Jungert, Alm, and Thornberg 2014).”