Book contents
- Global Perspectives on Teacher Motivation
- Current Perspectives in Social and Behavioral Sciences
- Global Perspectives on Teacher Motivation
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Boxes
- Contributors
- Chapter 1 Why Teach?
- Chapter 2 Career Motivations of Student Teachers in the Republic of Ireland
- Chapter 3 Why Teach?
- Chapter 4 Factors Motivating Students to Become Secondary School Teachers
- Chapter 5 The Motivational Basis of Classroom Management Practices and Beliefs of Swiss Vocational Teachers
- Chapter 6 Motivations That Affect Professional Knowledge in Germany and Austria
- Chapter 7 Teaching Motivations and Perceptions during the First Year of Teacher Education in Estonia
- Chapter 8 How Personality Dimensions and Motivation to Teach Shape the Learning Achievement Goals of Croatian Future Teachers
- Chapter 9 Exploring the Relationships between Prospective Turkish Teachers’ Hopes, Motivations and Professional Plans
- Chapter 10 Motivations and Aspirations of Teacher Education Students in Indonesia
- Chapter 11 Teacher Motivation and Professional Commitment in the United States
- Chapter 12 Divided by Discipline?
- Chapter 13 Why Choose Teaching, and Does It Matter?
- Index
- References
Chapter 2 - Career Motivations of Student Teachers in the Republic of Ireland
Continuity and Change during Educational Reform and ‘Boom to Bust’ Economic Times
Published online by Cambridge University Press: 20 September 2017
- Global Perspectives on Teacher Motivation
- Current Perspectives in Social and Behavioral Sciences
- Global Perspectives on Teacher Motivation
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Boxes
- Contributors
- Chapter 1 Why Teach?
- Chapter 2 Career Motivations of Student Teachers in the Republic of Ireland
- Chapter 3 Why Teach?
- Chapter 4 Factors Motivating Students to Become Secondary School Teachers
- Chapter 5 The Motivational Basis of Classroom Management Practices and Beliefs of Swiss Vocational Teachers
- Chapter 6 Motivations That Affect Professional Knowledge in Germany and Austria
- Chapter 7 Teaching Motivations and Perceptions during the First Year of Teacher Education in Estonia
- Chapter 8 How Personality Dimensions and Motivation to Teach Shape the Learning Achievement Goals of Croatian Future Teachers
- Chapter 9 Exploring the Relationships between Prospective Turkish Teachers’ Hopes, Motivations and Professional Plans
- Chapter 10 Motivations and Aspirations of Teacher Education Students in Indonesia
- Chapter 11 Teacher Motivation and Professional Commitment in the United States
- Chapter 12 Divided by Discipline?
- Chapter 13 Why Choose Teaching, and Does It Matter?
- Index
- References
Summary
This chapter provides an insight into the backgrounds and career motivations of entrants to initial teacher education (ITE) programmes for second-level teachers in the Republic of Ireland. Within the context of very significant economic, social and education policy changes affecting the general and teaching populations in Ireland over the past decade, and drawing on Heinz’ 2006 data (N = 343; 2011) and 2013 data from our Diversity in Initial Teacher Education (DITE) national study, we examine changes in the socio-demographic and motivational profiles of ITE entrants over time. We also consider if (and if so, how) ITE entrants’ socio-economic backgrounds are associated with their motivations. Our empirical study (N = 427 ITE entrants to six postgraduate, second-level ITE programmes in 2013) used the FIT-Choice framework and a number of additional context-specific items to explore student teachers’ career motivations. In our comparison with the 2006 data (Heinz 2011), we found changes in the two cohorts’ socio-demographic backgrounds as well as in their overall ratings for a number of motivational factors, including their desire to engage in teaching as a socially-valuable profession, their assessment of the expertise required in teaching, and the social status enjoyed by teachers.
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- Global Perspectives on Teacher Motivation , pp. 1 - 21Publisher: Cambridge University PressPrint publication year: 2017
References
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