Who Chooses Teaching and Why? Profiling Characteristics and Motivations Across Three Australian Universities

By Paul W. Richardson, H. Watt. 2006

750 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/934129de764b825f1597957fd2f044835605d5ca

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Citations in the corpus

Profiling teachers’ sense of professional identity (2011, background): “More recently, Richardson and Watt ( 2006 ) have distinguished five types of reasons for teaching based on Wigfield and Eccles’ ( 2000 ) expectancy‐value theory.”
Motivation and personality of preservice teachers in Croatia (2012, background): “Hobson et al, 2009 ), as well as the extrinsic reasons labelled by the FIT-Choice model as fallback career or social influences (Richardson & Watt, 2006 ).”
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).”
Teacher Self-Efficacy, Professional Commitment, and High-Stakes Teacher Evaluation Policy in Louisiana (2017, background): “Because teachers primarily enter and remain in the profession for intrinsic reasons (Ingersoll, 2003; Kennedy, 2005; Lortie, 1975; Richardson & Watt, 2006; Rosenholtz, 1991; Watt & Richardson, 2008), some have argued that teacher evaluation policy must be invested in the aspects of teachers’ work…”
Motivational Factors Influencing Teaching as a Career Choice: Development and Validation of the FIT-Choice Scale (2007, background): “…to note that perceiving teaching as a highly expert career related positively to all but one of our longitudinal outcome variables, supporting notions that individuals may be attracted to teaching as an intellectually demanding and cognitively stimulating career (see Richardson & Watt, 2006).”
Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers (2008, methodology): “…to work with children and adolescents is highly influential in attracting people into a teaching career (Alexander, Chant, & Cox, 1994; Joseph & Green, 1986; Kyriacou & Coulthard, 2000; Moran, Kilpatrick, Abbott, Dallatt, & McClune, 2001; Richardson & Watt, 2006; Tudhope, 1944; Valentine, 1934).”
Choosing Teaching as a Career: Motivations of Pre-service English Teachers in Turkey (2012, methodology): “…(individuals’ selection of teaching as a career because they have not been accepted into their first choices), “socialization influences” (prior teaching and learning experiences, peers’ or parents’ influence on their decisions) subscales (Richardson and Watt, 2006; Watt and Richardson, 2007).”
An introduction to teaching motivations in different countries: comparisons using the FIT-Choice scale (2012, methodology): “…Robertson, Keith, & Page, 1983; Wright, 1977), as have various quality of life issues such as having time for family and job security (Bastick, 1999; Jantzen, 1981; Richardson & Watt, 2006; Robertson et al., 1983; Tudhope, 1944; Yong, 1995), which are assessed by personal utility value factors.”
The call to teach and teacher hopefulness (2011, background): “@these potential entrants into teaching rate the intrinsic value of teaching highly … [P]articipants seek out those rewards that come from the experience of teaching, and the opportunity structure which teaching affords to provide for the realization of their personal and social values.”
Profiles of professional engagement and career development aspirations among USA preservice teachers (2014, background): “…Richardson to provide a precise conceptualisation of components, link the various elements together, suggest causal sequences, and outline relations between individuals’ motivations, perceptions and their professional development (see Richardson & Watt, 2006, 2010; Watt & Richardson, 2007, 2008).”
The effect of tertiary teachers’ goal orientations for teaching on their commitment: the mediating role of teacher engagement (2016, background): “…in which achievement motivation is determined by both an individual’s expectation of success and the incentive of successful task fulfilment, has been commonly used to investigate the reasons pre-service teachers choose teaching as a career (Richardson & Watt, 2006; Watt & Richardson, 2007).”