‘It has always been my dream’: exploring pre‐service teachers’ motivations for choosing to teach

By J. Manuel, John P. Hughes. 2006

305 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/fbb394fe32ae9ea9517f3a7bc3fb683ef158c0a0

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. Dag Roness
2. Manuela Heinz
3. Kate Ord
4. Kari Smith
5. Esin Şahin
6. Annbritt Palo
7. Fatih Kana
8. Lena Manderstedt

Citations in the corpus

• Stability in motivation during teacher education (2010, background): “…a desire to work with children in order to make a difference in their lives, meaningful engagement with the academic subject of their choice (Manuel and Hughes 2006), making a contribution to society, a sense of vocation and the fulfilment of a dream (Manuel and Brindley 2005) are common…”
• Motivations for choosing teaching as a career: a perspective of pre-service teachers from a Turkish context (2013, background): “nation-building (Manuel and Hughes 2006; Moran et al. 2001; Skilbeck and Connell 2003; Taylor 2006).”
• The motivations of career change students in teacher education (2009, background): “…motivations to teach; that is, that people chose teaching as a career primarily for intrinsic or altruistic reasons rather than for extrinsic rewards such as pay, working conditions, career opportunities or status (Kyriacou & Coulthard, 2000; Manuel & Hughes, 2006; Richardson & Watt, 2006).”
• Initial motivations for teaching: comparison between preservice teachers in the United States and China (2012, background): “The decision to enter teaching is assumed to be influenced by intrinsic motivation, which is often defined as motivation for an individual's inner personal fulfilment ‘bound up with a sense of the inner life, the self, and the quest for fulfillment and purpose’ (Manuel & Hughes, 2006 , p.”
• Why choose teaching? An international review of empirical studies exploring student teachers’ career motivations and levels of commitment to teaching (2015, background): “WB: High income, HDI: 0.933, IHDI: 0.860 Manuel and Hughes (2006); Richardson and Watt (2005, 2006); Watt and Richardson (2008); Watt et al. (2012)”
• Change‐of‐career secondary teachers: motivations, expectations and intentions (2008, background): “For example, Manuel and Hughes’ (2006) study of 79 secondary teacher education students (average age of 21 years) in Australia, concluded that these people chose teaching for ‘‘three fundamental reasons: the quest for personal fulfilment; the desire to work with young people to make a difference in…”
• Effects of Self-Efficacy, Emotional Intelligence, and Perceptions of Future Work Environment on Preservice Teacher Commitment (2014, background): “Preservice teachers’ expectations of their future work environment are important to study because it offers insight into the motivation that guides future endeavors (Manuel & Hughes, 2006).”
• Why become a teacher? Student teachers’ perceptions of the teaching profession and motives for career choice (2018, background): “They may experience a high workload and lack of appropriate support, which cause them to feel dissatisfied and may leave the teaching profession early in their career (Kim and Cho 2014; Manuel and Hughes 2006; Roness and Smith 2010).”