Becoming a Teacher Educator--The Motivational Factors

Autor/inn/en	Holme, Richard; Robb, Anna; Berry, William
Titel	Becoming a Teacher Educator--The Motivational Factors
Quelle	In: European Journal of Teacher Education, 39 (2016) 3, S.340-354 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2016.1194391
Schlagwörter	Teacher Educators; Occupational Aspiration; Teacher Motivation; Case Studies; Performance Factors; Career Change; Ethnography; Thematic Approach; Career Development; Lifelong Learning; Role Models; Foreign Countries; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Berufsneigung; Berufsziel; Case study; Fallstudie; Case Study; Leistungsindikator; Career changes; Berufswechsel; Ethnografie; Themenzentrierter Unterricht; Berufsentwicklung; Life-long learning; Lebenslanges Lernen; Identifikationsfigur; Ausland
Abstract	This study explores the factors that influenced the transition made by three participants from primary class teacher (or first-order practitioner) to Teacher Education (TE) lecturer (or second-order practitioner) in a Scottish Teacher Education Institution. The self-study case study methodology explored the factors that encouraged, and potentially inhibited, this career change. Data collection utilised auto-ethnographic narrative and findings were reviewed using a thematic analysis. Results are considered using a theoretical framework provided by Deci and Ryan's Self-Determination Theory. The study identified three common, key themes leading to the participants' career change: "exploration and reinvention," "key figures" and "lifelong learners." The findings suggest the participants were largely intrinsically motivated to make the career change. The results provide an insight for teachers considering this move and administrators within TE. The personal development implications for the participants are also considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01