'I've decided to become a teacher': influences on career change

By Paul W. Richardson, H. Watt. 2005

316 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/a4e53c8ece705c79bce3857a9c5a2f6cfc367d5a

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Crossing horizons: Continuity and change during second-career teachers’ entry into teaching (2008, background): “Since then, a few studies have demonstrated specific relationships between ACP characteristics and graduates’ attrition patterns (Shen & Palmer, 2005), as well as between beginning teacher turnover and different ‘‘induction packages’’ (Smith & Ingersoll, 2004).”
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).”
Choosing Teaching as a Career: Motivations of Pre-service English Teachers in Turkey (2012, background): “Lastly, cost is what the individual has to sacrifice to carry out the task, as well as the effort required to complete it (Eggen and Kauchak, 2007; Richardson and Watt, 2005; Watt and Richardson, 2007).”
Applying self-determination theory to understand the motivation for becoming a physical education teacher (2009, background): “The attractors and facilitators were identified and expounded by various researchers (Dewar & Lawson, 1984; Hutchinson, 1993; Pooley, 1972; Richardson & Watt, 2005; Templin et al., 1982), and were placed into Vallerand’s (2000) framework (Table 2).”
Motivational Factors Influencing Teaching as a Career Choice: Development and Validation of the FIT-Choice Scale (2007, background): “…Wright, 1977), as they have linked various quality of life issues, such as having time for family and job security, particularly during times of economic downturn (Jantzen, 1981; Richardson & Watt, 2005; Tudhope, 1944), which we assessed through our personal utility value higher order construct.”
Is the motivation to become a teacher related to pre‐service teachers’ intentions to remain in the profession? (2010, background): “In addition, it has been difficult to attract students to teacher training programmes, and to the teaching profession, owing to students’ prevailing ideas concerning the teaching profession: of low status, poorly paid and better suited for women (Richardson and Watt 2005 ).”
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).”
The Factors Influencing Teaching (FIT)-Choice scale in a Dutch teacher education program (2012, unknown): “Over the years, many researchers have examined the motivation for becoming a teacher (Gao & Trent, 2009 ; Jarvis & Woodrow, 2005 ; Klassen, Al-Dhafri, Hannok, & Betts, 2011 ; Richardson & Watt, 2005 ; Roness & Smith, 2010 ).”
Motivations for choosing teaching as a career : An international comparison using the FIT-Choice scale (2012, background): “Australia and the U.S. provide for flexible delivery in teacher education programs, including part-time study and distance education programs (Richardson & Watt, 2005), as does Norway (Lyng & Blichfeldt, 2003).”
Who Chooses Teaching and Why? Profiling Characteristics and Motivations Across Three Australian Universities (2006, background): “…career choice for new graduates as well as for those who switch to teaching after pursuing other careers (Crow et al., 1990; Priyadharshini & Robinson-Pant, 2003; Richardson & Watt, 2005; Serow & Forrest, 1994) the shortage of suitably qualified and experienced teachers promises to worsen.”
Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers (2008, methodology): “…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 & Robinson-Pant, 2003; Richardson & Watt, 2005).”
Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education (2014, background): “Most teachers have an altruistic motive for choosing to become a teacher (Pop & Turner, 2009), although additional motives for choosing a teaching career have also been identified (Richardson & Watt, 2005, 2006; Yong, 1995): !”
Teacher motivation: Definition, research development and implications for teachers (2016, background): “…early teacher attrition, teaching force ageing, imbalance of high demand with less reward, limited career opportunities, less job security and low prestige (OECD, 2005; Richardson & Watt, 2005, 2006; Sinclair, 2008; Sinclair, Dowson, & Mcinerney, 2006; Watt & Richardson, 2007; Watt et al., 2012).”