Why people choose teaching: A scoping review of empirical studies, 2007–2016
By Leanne Fray, J. Gore. Teaching and Teacher Education : An International Journal of Research and Studies, 2018
175 citations recorded by the source corpus.
Abstract Who enters teaching and why are questions of immense social and political importance throughout the world. This paper presents a scoping review of empirical studies, published between 2007 and 2016, that addressed influences on the choice of teaching as a career. Seventy articles were analysed descriptively and substantively. Our overview of the nature, extent, and range of research published in these articles highlights that most studies focus on motivations for teaching, with intrinsic and altruistic motivations most commonly identified. We argue that a broader range of theoretical perspectives could add fresh insights to the question of why people choose teaching.
Subfields: Education, Philosophy
View Paper: https://www.semanticscholar.org/paper/6868f75279a36901dbb63636408360bf775db598
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
In Philosophy
Citations in the corpus
- The role of motivations and perceptions on the retention of inservice teachers (2020, methodology): “This investigation built on a preceding literature review of factors that influence the choice of teaching as a career (Fray & Gore, 2018; Gore et al., 2015), also undertaken for the QCT.”