The Role of Values in Pre-Service Teachers' Intentions for Professional Engagement

Autor/inn/en	Torsney, Benjamin M.; Lombardi, Doug; Ponnock, Annette
Titel	The Role of Values in Pre-Service Teachers' Intentions for Professional Engagement
Quelle	In: Educational Psychology, 39 (2019) 1, S.19-37 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Torsney, Benjamin M.) ORCID (Lombardi, Doug) ORCID (Ponnock, Annette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2018.1504892
Schlagwörter	Teacher Motivation; Preservice Teachers; Value Judgment; Faculty Development; Teacher Participation; Intention; Teacher Persistence; Job Satisfaction; Predictor Variables; Knowledge Level; Epistemology + Suchen Sie Ihr Suchwort? Werturteil; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Prädiktor; Wissensbasis; Erkenntnistheorie
Abstract	This study investigated inclusion of epistemic value into Richardson and Watt Factors Influencing Teaching Choice (FIT-Choice) framework to produce a more robust, useful teacher motivation model. We specifically examined pre-service teachers' social utility value (SUV), personal utility value (PUV) and epistemic value regarding pursuing future professional engagement and development. Using principal axis factoring, we found four main factors: PUV, SUV, epistemic value--future value of knowledge (EVF) and persistence/satisfaction. These factors were then used in a structural equation model (SEM) to predict pre-service teachers' intentions to pursue future professional engagement. Results provided the following three insights: (a) SUV was the most consistent, positive predictor of professional engagement and predicted all dependent variables; (b) EVF was a newly identified factor and a positive predictor of pre-service teachers' desire to pursue a leadership position and (c) PUV negatively predicted planned effort and a desire to pursue a leadership position. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01