Why do they want to teach? The multiple reasons of different groups of students for undertaking teacher education

91 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Motives for becoming a teacher and their relations to academic engagement and dropout among student teachers (2014, background): “…such as teaching children, and a will to use their subject matter knowledge and expertise; and (c) extrinsic reasons concerned with aspects of the job not inherent in the work itself, such as job security, salaries and holidays (e.g. Azman 2013; Bastick 2000; Struyven, Jacobs, and Dochy 2013).”
Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice (2018, background): “A balance is suggested: altruistic and intrinsic motives as the main motivators, and extrinsic motives as complementary (Struyven, Jacobs, and Dochy 2013).”
Teachers’ well-being and job satisfaction: the important role of positive emotions in the workplace (2021, background): “Most teachers appear to derive occupational meaning from intrinsic pedagogical motives such as contributing to students’ flourishing (Struyven, Jacobs, and Dochy 2013; Hargreaves 2009).”