"Theorizing Teacher Mobility": A Critical Review of Literature

Autor/inn/en	Vagi, Robert; Pivovarova, Margarita
Titel	"Theorizing Teacher Mobility": A Critical Review of Literature
Quelle	In: Teachers and Teaching: Theory and Practice, 23 (2017) 7, S.781-793 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2016.1219714
Schlagwörter	Faculty Mobility; Educational Theories; Influences; Decision Making; Industrial Psychology; Organizational Theories; Definitions; Teacher Characteristics; Teaching Experience; Preservice Teacher Education; Student Characteristics; Educational Environment; Job Satisfaction; Self Efficacy; Teacher Student Relationship; Racial Identification; Racial Bias; Behavior Theories; Teacher Persistence; Literature Reviews + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Influence; Einfluss; Einflussfaktor; Decision-making; Entscheidungsfindung; Betriebspsychologie; Industriepsychologie; Organisationstheorie; Begriffsbestimmung; Lehramtsstudiengang; Lehrerausbildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Self-efficacy; Selbstwirksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Racial discrimination; Rassismus
Abstract	In this critical review of literature, we summarize the major theoretical frameworks that have been used to study teacher mobility. In total we identified 40 teacher mobility studies that met our inclusion criteria. We conclude that relatively few theoretical frameworks have been used to study teacher mobility and those that have been used are lacking in several key areas. Specifically, none of the current teacher mobility theories are able to adequately account for the many teacher- and school-level factors that likely influence teachers' professional decisions. Finally, we suggest a theoretical framework from the organizational psychology literature that can address the shortcomings of theories identified in this review. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01