Initial and changing student teacher motivation and commitment to teaching

By C. Sinclair. 2008

461 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Philosophy

View Paper: https://www.semanticscholar.org/paper/645048df4c2398f36d3dc07073affe8bf1bc1a34

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Citations in the corpus

Thriving not just surviving: A review of research on teacher resilience (2011, background): “Other examples of difficulties included academic workload (Kaldi, 2009) and timetabling issues (Sinclair, 2008).”
Motives for becoming a teacher and their relations to academic engagement and dropout among student teachers (2014, background): “…main motivators and extrinsic reasons relating to working conditions and job security as additional motivators’, in order for students to be multi-motivated for continuing their teacher education programme and for their forthcoming teaching career (Sinclair 2008; Struyven, Jacobs, and Dochy 2013).”
Quantifying teacher resilience: Context matters (2019, unknown): “These include: emotional competence (Ee & Chang, 2010), empathy (Jennings, Snowberg, Coccia, & Greenberg, 2011; Tait, 2008), a sense of purpose (Day, 2014), optimism (Day, 2014; Tait, 2008), intrinsic motivation (Kitching, Morgan & O’Leary, 2009; Sinclair, 2008), self-belief (Gu & Day, 2007; Le Corn”
Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice (2018, background): “Increased knowledge of motives and beliefs, and of the differences among student teachers, helps teacher educators to adapt teacher education to these factors (cf. Kyriacou and Coulthard 2000; Sinclair 2008).”
Motivations for choosing teaching as a career: a perspective of pre-service teachers from a Turkish context (2013, background): “, and several European countries, among others, have reported difficulty recruiting and retaining teachers (Johnson and Birkeland 2003; Krecic and Grmek 2005; Kyriacou et al. 1999; Liu et al. 2000; Moran et al. 2001; Newson 1993; Ramsay 2000; Richardson and Watt 2010; Sinclair 2008; Spear et al. 200”
Teacher motivation: Definition, research development and implications for teachers (2016, methodology): “As for teacher motivation, Sinclair (2008) defined it in terms of attraction, retention and concentration as something that determines 'what attracts individuals to teaching, how long they remain in their initial teacher education courses and subsequently the teaching profession, and the extent to…”
The effect of tertiary teachers’ goal orientations for teaching on their commitment: the mediating role of teacher engagement (2016, background): “For in-service teachers, teacher motivation determines what attracts individuals to teaching, how much they engage with the teaching profession and how long they remain in the profession (Sinclair, 2008).”
Pre-service teachers’ motivation, sense of teaching efficacy, and expectation of reality shock (2014, background): “These discrepancies lead to unexpected reality shock during the first year of teaching, resulting in higher teacher attrition among novice teachers and further problems in the effectiveness of education in the US and around the world (OECD, 2005; Sinclair, 2008).”
Motivations for choosing teaching as a career: effects on general pedagogical knowledge during initial teacher education (2012, background): “…tendency about student teachers’ motivations that corresponds with the international investigation in the field (cf. Brookhart & Freeman, 1992; Krecic & Grmek, 2005; Kyriacou, Hultgren, & Stephens, 1999; Moran, Kilpatrick, Abbott, Dallatt, & McClune, 2001; Richardson & Watt, 2010; Sinclair, 2008).”
Newly qualified teachers’ professional digital competence: implications for teacher education (2018, background): “…student teachers in developing realistic understandings of their profession, preparing them for their future careers (Brouwer and Korthagen 2005; Sinclair 2008) and preventing any discrepancy in newly qualified teachers’ expectations of their profession and the realities these teachers meet in…”