Using an Expectancy-Value Model to Understand Teaching Motivation among Nontraditional Preservice Teachers: A Phenomenological Study Approach

Autor/inn/en	Thomson, Margareta Maria; Palermo, Corey J.
Titel	Using an Expectancy-Value Model to Understand Teaching Motivation among Nontraditional Preservice Teachers: A Phenomenological Study Approach
Quelle	In: Action in Teacher Education, 40 (2018) 2, S.151-168 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2018.1424050
Schlagwörter	Expectation; Values; Models; Preservice Teachers; Phenomenology; Qualitative Research; Student Attitudes; Preservice Teacher Education; Student Motivation; Teacher Education Programs; Nontraditional Students; Masters Programs; Semi Structured Interviews; Mentors; Elementary Education; Elementary School Teachers; Faculty Mobility + Suchen Sie Ihr Suchwort? Expectancy; Erwartung; Wertbegriff; Analogiemodell; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Schülerverhalten; Lehramtsstudiengang; Lehrerausbildung; Schulische Motivation; Magister course; Magisterstudiengang; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This qualitative study used a phenomenological methodology and an expectancy-value framework to understand nontraditional preservice teachers' motivations for choosing a teaching career. Nontraditional preservice teachers in the current study are described as teacher candidates for whom teaching was not their first career choice. Ten students enrolled in a Master of Arts in Teaching (MAT) program in the United States participated in in-depth, semistructured interviews about their decisions to become teachers. Analyses revealed five thematic concepts that illustrated how participants described their entry to the teacher education program. These themes related to participants' ability beliefs and expectancies, personal utility values, intrinsic values, social utility values, and the costs associated with choosing a teaching career. Implications for teacher education and mentoring programs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01