To be or not to be … a teacher? Exploring levels of commitment related to perceptions of teaching among students enrolled in a teacher education program

By M. Pop, Jeannine E. Turner. 2009

95 citations recorded by the source corpus.

Subfields: Education, Philosophy

View Paper: https://www.semanticscholar.org/paper/f61262bce688e545fb1ff0c3cd437e4332694d9f

How researchers see this paper

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

In Education

1. J. V. Uden
2. Jules M. Pieters
3. Annbritt Palo
4. Lena Manderstedt
5. Stefan Lundström
6. Henk Ritzen
7. U. Bergmark

In Philosophy

1. Annbritt Palo
2. Lena Manderstedt
3. Stefan Lundström
4. U. Bergmark

Citations in the corpus

• Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice (2018, background): “From the US, Pop and Turner (2009) present alternative typologies of motives: identity (willingness to help children, love of the subject, personal experiences, and reasons relating to different stages in life); beliefs (perceptions of teaching and teachers based on views from family, friends, and…”
• 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): !”