Student Teachers' Expectations of Teaching as a Career in England and Norway

By Christos Kyriacou, Richard Kunc, Paul Stephens, A§Ge Hultgren. 2003

109 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c0a8fae35d890884a37b1587b7d7e2837737dc73

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Citations in the corpus

It’s the little things: exploring the importance of commonplace events for early‐career teachers’ motivation (2009, background): “Surveys of factors motivating people to enter teaching and of practising teachers reveal a positive picture of motives and intrinsic job satisfaction (Duke, Murdock, Bontempi, Columbus, & Kaufman, 2004 ; Kyriacou, Kunc, Stephens, & Hultgren, 2003 ; Moran, Kilpatrick, Abbott, Dallat, & McClune, 20”
Initial motivations for teaching: comparison between preservice teachers in the United States and China (2012, result): “These findings resonate with many research studies that report teachers’ similar motivations for entering teaching (Gourneau, 2005; Kyriacou & Kunc, 2007; Kyriacou et al., 2003; Liu, 2010; Moran et al., 2001; Richardson & Watt, 2006; Su, 1993; Yarger, Howey, & Joyce, 1977; Zimpher, 1989) but differ ”
Motivations for choosing teaching as a career: a perspective of pre-service teachers from a Turkish context (2013, background): “For instance, Kyriacou et al. (2003) observed that English and Norwegian pre-service teachers chose teaching as a career, since it best suited to their personalities.”
Change‐of‐career secondary teachers: motivations, expectations and intentions (2008, unknown): “Brown, 1992 ; Kyriacou, Kunc, Stephens, & Hultgren, 2003 ; Moran, Kilpatrick, Abbot, Dallat, & McClune, 2001 ) have found it useful to group teachers' motivations for entering teaching into three broad categories: altruistic, extrinsic and intrinsic reasons.”