Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers

By H. Watt, Paul W. Richardson. 2008

670 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7e904e8c2f550185e86c132c4d044e090edfa1be

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In Education

Citations in the corpus

Motivations for choosing teaching as a career: a perspective of pre-service teachers from a Turkish context (2013, background): “sion or drop out after a short period of time (Rots et al. 2010; Thomson et al. 2012; Watt and Richardson 2008).”
Teacher motivation: Definition, research development and implications for teachers (2016, methodology): “…qualitative method and longitudinal study have been adopted in teacher motivation research (e.g. Kieschke & Schaarschmidt, 2008; Malmberg, 2008; Watt & Richardson, 2008a, 2008b), there is a heavy reliance, for majority of researchers, on data collected by self-report questionnaires which may…”
Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching (2015, background): “WB: High income, HDI: 0.933, IHDI: 0.860 Manuel and Hughes (2006); Richardson and Watt (2005, 2006); Watt and Richardson (2008); Watt et al. (2012)”
What contributes to first-year student teachers’ sense of professional agency in the classroom? (2015, methodology): “The developed scale draws on previous studies on beginning teachers’ experiences of teacher education (e.g. Ingvarson, Beavis, & Kleinhenz, 2004; Lipponen & Kumpulainen, 2011; Watt & Richardson, 2008).”
Professional identity tensions of beginning teachers (2013, background): “If beginning teachers have a passion for teaching, want to make a contribution to the lives of others, or view teaching as a morally good career (Watt & Richardson, 2008), they may feel pressured to succeed in their job.”
Teachers' goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout (2010, result): “In contrast with the many studies on students’ motivation for learning, there has been surprisingly little research on teachers’ motivation for teaching, at least partly because of the paucity of compelling conceptual frameworks (see also Butler, 2007; Watt & Richardson, 2008a).”
An introduction to teaching motivations in different countries: comparisons using the FIT-Choice scale (2012, background): “We have provided a review elsewhere (Watt & Richardson, 2007, 2008) of how our FIT-Choice factors map onto expectancy-value theory, Social Cognitive Career Theory (SCCT; see Lent, Lopez, & Bieschke, 1993), and to key findings within the existing teacher education literature.”
Enhancing autonomy-supportive I–Thou dialogue in schools: conceptualization and socio-emotional effects of an intervention program (2012, background): “…only rarely have the time and opportunity to generate meaningful discussions and relationships with their students, although the desire for such relationships was often a major motive for becoming a teacher in the first place (see Huberman 1993; Richardson and Watt 2006; Watt and Richardson 2008).”
Profiles of professional engagement and career development aspirations among USA preservice teachers (2014, methodology): “…xxx Keywords: Teacher motivation Teacher types Professional commitment A B S T R A C T Future teachers have been found to exhibit different profiles of professional engagement and career development aspirations (PECDA) even at the very outset of their teaching career (Watt & Richardson, 2008).”