Why Teacher Trainees Choose the Teaching Profession: Comparing Trainees in Metropolitan and Developing Countries

By T. Bastick. 2000

89 citations recorded by the source corpus.

Subfields: Applied Psychology, Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/4c3d7ec15a7013d3afc5b621a4f5c05320ddfc85

How researchers see this paper

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

In Applied Psychology

1. Sarah Kingsley
2. Sandra Chang-Kredl
3. Esin Şahin
4. Fatih Kana
5. Kemal Yüce
6. Ömer Koçer

In Education

1. Sarah Kingsley
2. Sandra Chang-Kredl
3. Esin Şahin
4. Fatih Kana
5. Kemal Yüce
6. Ömer Koçer

In Information Systems

1. Sarah Kingsley
2. Sandra Chang-Kredl
3. Esin Şahin
4. Fatih Kana
5. Kemal Yüce
6. Ömer Koçer

Citations in the corpus

• Identity expectations in early childhood teacher education: Pre-service teachers' memories of prior experiences and reasons for entry into the profession (2014, background): “Career motivation has been categorized into three forms: intrinsic (e.g., the belief that one is meant to be a teacher), extrinsic (e.g., financial and job security) and altruistic (e.g., making a social contribution) (Bastick, 2000).”
• Motivations for choosing teaching as a career: a perspective of pre-service teachers from a Turkish context (2013, background): “In general, in the teacher education literature, three types of motivation are stressed in regard to choosing teaching as a career (Bastick 2000; Boz and Boz 2008; König and Rothland 2012; Kyriacou and Coulthard 2000; Kyriacou et al. 2003; Moran et al. 2001; Papanastasiou and Papanastasiou 1998; Sab”