Motivations for choosing teaching as a career: effects on general pedagogical knowledge during initial teacher education

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Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching (2015, unknown): “WB: High income, HDI: 0.911, IHDI: 0.846 König and Rothland (2012); Watt et al. (2012)”
Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice (2018, background): “The student teachers’ motives have an impact on their general pedagogical knowledge during teacher education (König and Rothland 2012).”
The role of motivations and perceptions on the retention of inservice teachers (2020, background): “…the motivations and perceptions of preservice teachers on continents including Australia (Richardson & Watt, 2006; Watt & Richardson, 2007), North America (Lin et al., 2012), Europe (Fokkens-Bruinsma & Canrinus, 2012; K€onig & Rothland, 2012; Watt et al., 2012), and Asia (Lin et al., 2012).”
Motivations for choosing teaching as a career: a perspective of pre-service teachers from a Turkish context (2013, background): “There are two underlying factors to be investigated concerning teaching as a career (König and Rothland 2012).”