The Attractions of Teaching: An investigation into why people change careers to teach

By E. Priyadharshini, A. Robinson-Pant. 2003

173 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4db391b4d95cbb937394ff1e87c3144a96082008

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In Education

Citations in the corpus

Change‐of‐career secondary teachers: motivations, expectations and intentions (2008, background): “New Zealand, Australia, USA and UK) are aware of the need to encourage people with existing occupations to move into teaching (Priyadharshini & Robinson-Pant, 2003; Richardson & Watt, 2005).”
Motivational Factors Influencing Teaching as a Career Choice: Development and Validation of the FIT-Choice Scale (2007, background): “That characterization of teaching as an undesirable occupation has long been identified in the literature emanating from different countries (see Crow, Levine, & Nager, 1990; Empey, 1984; Liu et al., 2000; OECD, 2005; Priyadharshini & Robinson-Pant, 2003; Ramsay, 2000).”
Motivations for choosing teaching as a career: a perspective of pre-service teachers from a Turkish context (2013, background): “…been the very reasons in choosing teaching as a career (Ewing and Manuel 2005; Goh and Atputhasamy 2001; Hayes 1990; Kyriacou and Coulthard 2000; Kyriacou et al. 2003; Ling Low et al. 2011; Manuel 2003; Priyadharshini and Robinson-Pant 2003; Reid and Caudwell 1997; Spear et al. 2000; Yong 1995).”
The motivations of career change students in teacher education (2009, methodology): “For example, Priyadharshini and Robertson-Pant (2003) used a deliberately broad definition, and included anyone who self-identified as having ‘entered teaching at a later stage in life’ (p. i). Serow and Forrest (1994), however, used a much more rigid definition; that is, students who were enrolled ”
Who Chooses Teaching and Why? Profiling Characteristics and Motivations Across Three Australian Universities (2006, background): “…three universities, implying that graduate entrants are not necessarily more contented with and committed to their choice of a teaching career, as has been suggested in smaller scale studies based on more opportune samples (Crow et al., 1990; Freidus, 1992; Priyadharshini & Robinson-Pant, 2003).”
Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching (2015, background): “Two studies focus specifically on minority teaching candidates (King, 1993; Su, 1997), and two further studies on candidates who switched to teaching after working in other fields (career switchers) (Priyadharshini & Robinson-Pant, 2003; Richardson & Watt, 2005).”
Success and Near Misses: Pre-Service Teachers' Use, Confidence and Success in Various Classroom Management Strategies. (2010, background): “At the same time, classroom management is the most significant cause of concern for pre-service teachers (Bromfield, 2006), particularly during the practicum (Mastrilli & Sardo-Brown, 2002) and is a deterrent to joining the profession (Priyadharshini & Robinson-Point, 2003).”
Stress and psychological distress among trainee secondary teachers in England (2008, background): “Disruptive pupils also generate high levels of stress for qualified teachers (Hart, 1987 ; Head, Hill, & McGuire, 1996 ; Zeidner, 1988 ); they are a risk factor in determining acute psychological distress (Finlay‐Jones, 1986 ) and a serious deterrent to trainees joining the profession (Priyadhar”
Networking and the development of professionals: beginning teachers building social capital (2015, unknown): “This is typical for ITE programmes in Western contexts such as in the UK (Priyadharshini & Robinson-Pant, 2003), the US (Castro & Bauml, 2009) and Australia (Williams & Forgasz, 2009).”
Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers (2008, background): “Researchers who have examined the phenomenon of the career switcher into teaching in various countries have suggested that the rewards of salary and career prestige are not a high priority for this group who decide later on a career change (Crow, Levine, & Nager, 1990; Mayotte, 2003; Priyadharshini”